Using Blogs to Improve Writing Skills: Pre-experimental Study on XI Grade Students at SMA , Exercises of English

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THE USE OF BLOG TO INCREASE STUDENTS’ WRITING SKILL (Pre-experimental Research at the XI Grade Students of SMA Negeri 4 Jeneponto) A Thesis Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2021 MUHAMMAD SYAHRUL 10535 5529 13 ii THE USE OF BLOG TO INCREASE STUDENTS’ WRITING SKILL (Pre-experimental Research at the XI Grade Students of SMA Negeri 4 Jeneponto) A Thesis Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan MUHAMMAD SYAHRUL 10535 5529 13 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2021 v SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama : Muhammad Syahrul NIM : 10535 5529 13 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : The Use of Blog to Increase Students’ Writing Skill (Pre-experimental Research at the XI Grade Students of SMA Negeri 4 Jeneponto) Dengan ini menyatakan: Skripsi yang sayaajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil jiplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar. Makassar, November 2020 Yang Membuat Pernyataan Muhammad Syahrul vi SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama : Muhammad Syahrul NIM : 10535 5529 13 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : The Use of Blog to Increase Students’ Writing Skill (Pre-experimental Research at the XI Grade Students of SMA Negeri 4 Jeneponto) Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, November 2020 Yang Membuat Perjanjian Muhammad Syahrul vii ABSTRACT Syahrul, Muhammad. 2020. The Use of Blog to Increase Students’ Writing Skill (Pre- experimental Research at the Eleventh Grade of SMA Negeri 4 Jeneponto), under the thesis of English Education Department the Faculty of Teachers Training and Education, Muhammadiyah University of Makassar, supervised by Hasnawati Latief and Ardiana. This research aimed to find out the achievement of the students’ writing dealing with content and organization. To find out the achievement the achievement the researcher used pre-experimental research. The population of this research was the Eleventh Grade of SMA Negeri 4 Jeneponto, academic year 2019/2020. The sample was XI IPS taken by purposive sampling technique which consisted of 21 students. This research employed six meetings (one meeting for pre-test four meetings for treatment and one meeting for post-test). It employed writing test as instrument in form of writing text. The research findings indicated that the application of blog to teach writing in term of content and organization. It was proved by the value of the t-test in term of content and organization which were higher than the value of t-table. This research finding indicated that (H1) was accepted and (H0) was rejected. It means that there was a significant difference of the students’ writing before and after using blog. Keywords: Writing Skill, Blog, Pre-experimental and Purposive Sampling x 5. The headmaster of SMA Negeri 4 Jeneponto, the teachers and class XI students of SMA Negeri 4 Jeneponto for helping me to accomplish this thesis. 6. My beloved best friends that gave me support and love. You all would never been forgotten and would be pleasant memories till the end. Finally, for everyone that could not be mentioned one by one, may Allah SWT the almighty God bless us in every steps that we take. Amiin Ya Rabbal Alamiin. Researcher Muhammad Syahrul xi LIST OF CONTENTS Page TITLE PAGE COUNSELING SHEET ……………………………………………………………………. i APPROVAL SHEET ……………………………………………………………………... iii SURAT PERNYATAAN …………………………………………………………………. iv SURAT PERJANJIAN ……………………………………………………………………. v ABSTRACT …………………………………………………………………. vi ACKNOWLEDGEMENTS …………………………………………………………….. viii LIST OF TABLE ………………………………………………………………………… xii LIST OF FIGURE ………………………………………………………………………. xiii LIST OF ANPENDICES ………………………………………………………………... xiv I. INTRODUCTION A. Background ………………………………………………………………………... 1 B. Problem Statemen …………………………………………………………………. 5 C. Objective of the Study ……………………………………………………………... 6 D. Significant of the Study ……………………………………………………………. 6 E. Scope of the Study ………………………………………………………………… 6 II. REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ………………………………………………. 7 B. Some Pertinent Ideas ………………………………………………………………. 8 1. Concept of Writing ……………………………………………………………. 8 2. Concept of Blog ……………………………………………………………… 17 3. Concept of Recount Text …………………………………………………….. 19 C. Conceptual Framework …………………………………………………………... 21 D. Hypothesis ………………………………………………………………………... 21 xii III. RESEARCH METHOD A. Research Design ………………………………………………………………….. 22 B. Research Variables and Indicators ……………………………………………….. 24 C. Population and Sample …………………………………………………………… 24 D. Research Instrument ……………………………………………………………… 24 E. Procedure of Collecting Data …………………………………………………….. 24 F. Technique of Data Analysis ……………………………………………………… 25 IV. FINDINGS AND DISCUSSION A. Findings …………………………………………………………………………... 29 B. Discussion ………………………………………………………………………… 34 V. CONCLUSION AND SUGGESTION A. Conclusion ………………………………………………………………………... 36 B. Suggestion ………………………………………………………………………… 36 Bibliography ………………………………………………………………………............ 38 Appendices ………………………………………………………………………………... 40 Turnitin Certification …………………………………………………………………….. 81 Letter of Acceptance ……………………………………………………………………... 82 Curriculum Vitae ………………………………………………………………………… 83 xv LIST OF APPENDICES Page Appendix A : Instrument …………………………………………………………………... 40 Appendix B : Materials for Treatment …………………………………………………….. 41 Appendix C : Students’ Score in the Pre-test and Post-test ……………………………….. 43 Appendix D : Calculation of the Students’ Score on Pre-test and Post-test ……………….. 44 Appendix E : Calculating the Students’ Presentation in Pre-test and Post-test ……………. 46 Appendix F : Distribution of t-table ……………………………………………………….. 51 Appendix G : Attendance List of Second Grade XI IPS at SMAN 4 Jeneponto ………….. 52 Appendix H : Rencana Pelaksaan Pembelajaran …………………………………………... 53 1 CHAPTER 1 INTRODUCTION A. Background The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students’ cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. From the cultural perspective, the basic features of this performance-based approach seem to be contradictory with the majority of Indonesian students’ social and ethical values and beliefs as reflected by the dominant Javanese influence in classroom settings. Total obedience, unquestioning mind, and the belief that the old know all as well as that the teacher can do no wrong normally portray the learning atmosphere in many classes under study. Accordingly, the class hardly raised any question to the teacher, scarcely responded critically to the teacher's debatable and unsound statement or argument; instead they respectfully and compliantly did the teacher's instructions and believed that what was said was entirely correct (further readings on cultural aspects, see Dardjowidjojo, 2003). Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning. The four skills are the pinnacles of language which 2 will take you to greater heights. They are separate yet bound together with an inseparable bond. English learning has 4 skills, namely reading, listening, speaking and writing, but for this research, the researcher focused on writing skill. The aims of teaching writing in the Curriculum of 2013 are students must be able to observe, to ask, to explore, to associate and to communicate properly in written forms. To observe refers to the way students identify the information of topic they learn about. To ask is defined as the ability to distinguish the differences of the materials they talking about with another. To explore refers to students’ abilities to examine the materials from the very general to specific details. To associate means that student should be able to discuss and give feedback towards other students about what they learn. The last one is the ability to communicate or in other words to apply and correlate the materials in real life. In writing, several processes must be overcome to produce good writing. The first step is prewriting and the next steps are drafting, peer/adult revising, editing and publishing. Some people simplified the peer/adult revising as proof reading. For some students, facing writing task is somehow frustrated. In fact, some students are good in writing on their mother tongue. Besides, the others are better write in target language. But sometimes, students are good to write in both mother tongue and target languages. These facts lead to the assumption that translation from mother tongue to target language or target language to mother tongue is affected students’ performance in writing skill. In addition, the issues of cross culture understanding are also believed that it will affect their writing using target language. Weblogs (aka blogs), considered as one of the most common web 2.0 stools among language learners, are used more widely by those in almost every age group. 5 displayed. Second, they have the robust archival features, blog and posts can automatically be archived, with the public who are allowed to access, search and retrieve content (Tse, Yuen, Loh, Lam, & Ng, 2010; Duffy & Bruns, 2006). Also, blogs are easy to set up, and posts are simple to comment on (Boas, 2011). There are so many things one can do with the relatively new medium of blogs. They can be almost anything a person wants; a journal, a compliment of links, a scrapbook of information, or even a discussion board. The only definition I have seen that can encompass it’s that they are postings in reverse chronological order. In this case, the researcher presents several reasons why students learn blogging, they are promotes autonomous learning by providing opportunities for students to take more control of their learning, motivates students to become better readers and writers, promote discussion among students, and encourages the use of the internet and the web among students. Considering the issues above, the researcher tried to use teaching media, using blog because by using blog as a medium for teaching writing, student will be more interested, more active, and will feel something new and different from what they usually get in the usual class. They will feel that they are not only an object or teaching learning process but also a subject of it. So this teaching media can encourage the students to improve their writing skill to the first grade students of SMA Negeri 4 Jeneponto by using English blog. B. Problem Statement From the identification above, it can be seen that there are many areas that can be investigated. The researcher formulates the problem as follow: “Does the blog increase the students’ writing skill of the XI Grade students of SMA Negeri 4 Jeneponto? 6 C. Objective of the Study Based on the formulation above, the objective of the research is to find out whether the blog increases the students’ writing skill. D. Significant of the Study The result of this research is expected to give advantages the erotically and practically. 1. Theoretical Advantage This research is to give insight to improve students’ writing skill in learning English for the first grade students of SMA Negeri 4 Jeneponto. 2. Practical Advantages For the researcher, the research can give a practice in developing students' writing skill by using blogging method. a. For the English teachers in SMA Negeri 4 Jeneponto, the research can be used a source of information about ways to improve the students’ writing ability. b. For students of SMA Negeri 4 Jeneponto, the research will make them more interested and motivated to learn and to write English. c. For other researchers, the research can give general knowledge of how to improve students’ writing skill. The research also can be used as the foundation for the next research. E. Scope of the Study The scope of this research is analyzing writing Recount Text. This research will be focused on analyzing content and organization. The researcher uses the blog media in the writing process at SMA Negeri 4 Jeneponto. 7 CHAPTER II REVIEW OF THE RELATED LITERATURE A. Previous Related Research Findings Richardson (2010) in her journal under the tittle, “The Effect of Using Blogs to Enhance the Writing Skills of English Language Learners at a Saudi University” claims that web blogs are “easily created, easily updatable websites which allow the writer author (or student) to publish directly to the internet forum from any internet connection” Nadzrah and Kemboja (2009) in her journal under the tittle, “Blogging to Enhance Writing Skills: found that blogs let students compose writing with specific purposes that can encourage them to enhance their writing in language. Most blog writers use their blog as a platform for self-expression and empowerment, and this helps them to become more thoughtful and critical in their writing. Armstrong and Retterer (2008) in her journal under the tittle, “Writing Online: Using Blogs as an Alternative Writing Activity in Tertiary ESL Classes” explains that blogging software began to appear designed to enable individuals to publish their own weblogs quickly and easily and without the previous HTML coding requirements. With the advent of these applications, the weblog, unlike a webpage, required little technological sophistication and was therefore accessible to many different types of audience. This innovation further contributed to the rapid growth of interest in blogging. In a recent survey, the pew interest and American life project estimated that some 12 million Americans published their own blogs and 57 million read blogs. As Matheson (2004) in her journal under the tittle, “Developing Writing Skills Via Blogs” found that including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning and they can easily be adapted for ELT purposes. 10 2. Organization It refers to the logical organization of the content (coherence). It is scarcely more than an attempt to piece together all collection of facts and jumble ideas. Even in early drafts it may still be searching for order, trying to make out patterns in its material and working to bring the particulars of his subject in line with what is still only a half-formed notion purpose. 3. Vocabulary It refers to the selection of words those are suitable with the content. It begins with the assumption that the writer want to express the ideas as clearly and directly as he can. As a general rule, clarity should be his prime objective. Choosing words that express his meaning is precisely rather than skew it or blur it. 4. Language Use It refers to the use of the correct grammatical and syntactic pattern on separating, combining, and grouping ideas in words, phrases, clauses, and sentences to bring out logical relationship in paragraph writing. 5. Mechanic It refers to the use graphic conventional of the language, the steps of arranging letters, words sentences, paragraphs by using knowledge of structure and some others related to one another. c. Requirements of A Good Paragraph 1. Unity Paragraph unity is perhaps the most important characteristic for good paragraphs. A reader quickly loses direction and ends up frustrated when confronted with paragraphs having multiple aims. A unified paragraph 11 leaves a reader feeling secure that the writer is in control of her argument and able to lead the reader toward a clear and satisfying conclusion. Unity in a paragraph begins with the topic sentence. Every paragraph has one single, controlling idea that is expressed in its topic sentence, which is typically the first sentence of the paragraph. A good controlling idea is a key to a strong paragraph and the key to a good controlling idea is the author's sense of purpose. All too often developing writers start drafting their essays without a clear sense of what their paragraphs are there for what each paragraph is supposed to be about and how it will support the essays. A paragraph is unified around this main idea, with the supporting sentences providing detail and discussion. In order to write a good topic sentence, think about your theme and all the points you want to make. Decide which point drives the rest, and then write it as your topic sentence. 2. Coherence An important quality in any good text, especially essays, is coherence. Coherence is the quality that makes your writing understandable to the reader. The coherence of a text means how well its parts, its words, sentences and paragraphs work together and contribute to the text as a whole. Coherence means stick together. Writer makes paragraph coherence by connecting ideas to another one. A paragraph has coherence when the supporting sentences are ordered according to a principle (Boardman, 2008). The sentences are put in order so that the reader can understand 12 your ideas easily. The principles for ordering depend on the types of paragraph you are writing. Coherence can be achieved in several ways. First, use the transition words. These words create bridges from one sentence to the next. The transition words serve as indicators of the different relationships that need to be connected to be able to establish coherence in the paragraph. We can use transition words that show order (first, second, third); spatial relationships (above, below) or logic (furthermore, in addition, in fact). 3. Cohesion Cohesion is the grammatical and lexical linking within a text or sentence that holds a text together and gives it meaning. It is related to the broader concept of coherence. It means that all supporting sentences “stick together” in their support of the topic sentence. There are two main types of cohesion: grammatical cohesion, which is based on structural content- and lexical content and background knowledge. d. Process of Writing According to Oak in Mujahirah (2018) writing is an art. It involves creative thinking and an effective use of words to express ideas. To compose a good essay or an article, you need to organize your thoughts, plan the structure of the write-up, and then express your ideas using the right words. There are some steps that make the components of the writing process. Those are: 1. Pre-writing This is the step that helps you find the right words for your expression. It involves a thorough research on the subject to write on and the gathering of all the information about it, from all the available sources (books or 15 feedback. Their response determines the popularity of your work and helps you improve for the better. From explanation above we know that in writing, the writer should do some step in writing process. This step can help the writer to build their writing, because this step starts from when the writer gather the information, make an outline until when they publish their writing. So that is why the why this step is very useful for the writer. e. Teaching Writing According to Harmer (2007: 330), there are three roles of English teachers in teaching writing. 1. Motivator As a motivator, an English teacher has to be able to motivate the students in writing tasks by creating the right situation for generating the ideas, persuading them of the usefulness of the activity, and encouraging them to make as much as effort as possible for maximum benefit. 2. Resource The teacher needs to be ready to provide information and language where necessary to the students. He or she must be available and well prepared to look at the students’ progresses, offer advice and suggestions in a constructive and tactful way. 3. Feedback Provider As a feedback provider, an English teacher should give positive and encouraging responses to the students’ writing. When offering correction, the teacher should choose what and how much to focus on based on what the students need at this particular stage of their studies, and on the tasks 16 they have undertaken. It can be inferred that helping students become self- sufficient, competent, and confident writers is not an easy task, but it is easier to accomplish by recognizing. f. Types of Classroom Writing Performance There are many types of writing performances in the classroom. According Brown (2001:343) in divides a written performance into five kinds. The writing performances are as follows. 1. Imitative or Writing Down Students can attain fundamental skills in writing process through a simple task. This basic task of writing letters, words, punctuation, and brief sentences can be done when they are producing a text. The activity that may be involved in this type of writing performances is that the students simply write down a written product on their own. They imitate the written product as a form of task to go over their basic skills in writing. 2. Intensive or Controlled It is a kind of performances in which students must produce proper vocabulary in a certain context, collocations and idioms, and correct grammatical features in the sentences. Although their creativity is not allowed much, the students working on this type of performance can do another stimulating creative activity by rewriting the paragraph of their recollection of reading. 3. Self-writing This category gets the students to write the things on their own mind. Kinds of activities of this category are note-taking, diary, and journal writing. 17 4. Display Writing Display writing is very useful for academic purposes. Written exercises, short answer essays and other forms of writing in test situations are instances of display writing. They are kinds of activities when students are asked to write for the sake of their teacher's assignment or fulfilling their duty in the class. 5. Real Writing Real writing is one of writing performances in which the reader does not know the answer and genuinely wants the information from the writer. For example, writing letters, filling a form and writing a simple message all belong to real writing. Every beginner writer starts to write from the basic activity such as the imitative writing. This kind of activity gets the students to make letters, words, and simple sentences. The next level of writing is intensive or controlled writing. This activity focuses on grammar, vocabulary, or sentence formation, and not necessarily to convey meaning. The activity in the next stages is more complex because it allows students to produce their written products in the form of paragraphs or texts of several pages which require better skills than the previous ones. 2. Concept of Blog a. Definition of Blog A blog is a web publishing software which allows users to create and edit the content of a web page with minimal technical expertise. Du and Wagner (2005) define a blog as an electronic journal kept by an author, who regularly updates the journal (known as blogging). Rettberg (2008), on the other hand, 20 narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure. Based on the theories above, the writer can concludes that recount text is a text which retells events or experience in the past. Its purpose is either inform or to entertain the audience. b. Generic Structure of Recount Texts It is a point when writers try to create a piece of a recount text. Anderson (1997: 53) states that a recount text has three main parts: 1. Orientation It gives background information about who, what, where, and when. 2. A Series of paragraphs/events It consists of paragraphs which retell the events in the order in which they happened. 3. Conclusion (optional) It is a paragraph that contains a personal comment. In conclusion, a recount text tells the reader what happened in a past. It begins with an orientation which tells the reader who was involved, what happened, where this event took place and when it happened. c. Languages Features of Recount Text 1. Use of nouns and pronouns to identity people, animals or things involved. 2. Use of past action verbs to refer the events. 3. Use of past tense to located events in relation to speakers or writers time. 4. Use conjunctions and time connectives to sequence the event. 5. Use of adverb and adverbial phrases to indicate place and time. 6. Use of adjectives to describe nouns. 21 C. Conceptual Framework Figure 2.1. Conceptual Framework Based on the conceptual framework above, for input the researcher will teach the writing material namely recount text. To help students making a text which focused on content and organization assessment, the researcher will use of blog media in teaching learning process. Blog will help students to write their idea in media. So, it will improve students’ writing skill. D. Hypothesis The hypothesis of this research can be mastered alternative and null hypothesis. The hypothesis of the research as follow: 1. H1 (Alternative Hypothesis): the use of blog strategy can increase students’ writing skill. 2. HO (Null Hypothesis): the use of blog strategy cannot increase students’ writing skill Writing Skill Teaching of Writing Recount Text Use Blog in Teaching Improve students' writing skill Content Organization 9 CHAPTER III RESEARCH METHOD This chapter deals with research design, population and sample, variables and operational definition, instrument of the research, procedure of collecting data, and technique of data analysis. A. Research Design In this chapter, the researcher used in this quantitative research is a pre-experimental method. This kind of study allows the researcher to look at the effects of at least one independent variable and one dependent variable. In this research, the researcher wanted to see whether the treatment make a difference or not. This research included pre-test and post- test to measure the students’ achievement. This research used pre-experimental method which entails pre-test, treatment, and post-test. The research design can be show in the following: X1 o X2 Where: X1= Pre-test O= Treatment X2= Post-test (Gay, 2006) 1. Pre-test Before giving the treatment to the students, the researchers gave blogging test to know the prior level of the students. The form of blogging test was writing test. The students were asked to write a paragraph about the topic that is giving by the researcher. It aims to know the students’ basic blogging skill. 26 technique was one of the data collecting techniques in a quantitative research. In collected the data, the researcher used the following procedures: a) The researcher gave pre-test to the students. b) The researcher applied the treatment for four times by Blog. c) After giving treatment, the researcher gave post-test to the students. d) The teacher analyzed and scored the data by using the following criteria. e) Scoring and classifying the students’ skill. The students’ score ware interpreted in categories, very good, good, fair, weak, and poor. F. Technique of Data Analysis To analyze the achievement, the researcher applied the following the formula. Classified the score of the students into the following categories: Table 3.1 Jacobs et al’s scoring profile in Weigh (2002) Aspect Score Level/Criteria Content Organization 30-27 26-22 21-17 16-13 20-18 17-14 13-10 9-7 Excellent to very good: knowledge able substantive thorough development of thesis relevant to assigned topic. Good to average: some knowledge of subject adequate range limited development of thesis mostly relevant to the topic, but lacks detail. Fair to poor: limited knowledge of subject little substance inadequate development of topic. Very poor: does not show knowledge of subject non- substantive not pertinent or not enough to evaluate. Excellent to very good: fluent expression ideas clearly stated/supported succinct well-organized logical sequencing cohesive. Good to average: somewhat choppy loosely organized but main ideas stand out limited support logical but incomplete sequencing. Fair to poor: non-fluent ideas confused or disconnected lacks logical sequencing and development. Very poor: does not communicate no organization or not enough to evaluate. 27 Table 3.2 The Classification of the students’ Score Scores Categories 80 – 100 Very good 66 – 79 Good 56 – 65 Fair 40 – 55 Weak 0 – 39 Poor (Arikunto, 2006) 1. Finding the improvement’s percentage of students’ Writing achievement after using Blog method. The formula as follows: P = X2-X1 x 100% X1 Where: P: The improvement percentage X1: The mean score of pre-test X2: The mean score of post-test 2. Data Collection a. The discoverer the mean score, the writer apply the following formula: Note : = Mean Score (symbol for the population mean) = The sum of all score N = Total number of students 28 (Gay, 2006) The formula will to know the mean score of the students’ ability in Writing, while the data take from the pre-test and post-test. The aim of the formula was to answer the question of the problem statement. b. Find out the standard deviation of the students’ Writing achievement. 𝑆𝐷 = √Σx2 − (𝛴𝑥 ⎯ 𝑛 ) 2 n − 1 Note: SD : The total square of the students’ score : The total score of the students N : The number of students c. To find out the significance difference between the students’ pre-test and post-test , the writer apply the formula as follow: T = − 𝐷 √Σ𝐷2−( 𝛴𝐷⎯ 𝑛 )2 n(n−1) Note : T : Test of significance D : Mean deviation (Σ𝐷) 2 : The square of the sum score for difference ΣD : The sum of total score for difference N : The number of subject (Gay, 2006) The formula explains about the significance difference between pre-test and post-test will find by calculation the value of the t-test. The aim of the formula is to know the method effective or not in achieving the students’ Writing skill of XI Grade at SMA Negeri 4 Jeneponto. 31 to “Poor” in the table 4.3 (pre-test in term of content) was 0. It is same to the table 4.4 (post- test in term of content). The last, the students who categorized to “Very Poor” in the table 4.3 (pre-test in term of content) were 4 students, while the students in the table 4.4 (post-test in term of content) were only 2 students. To learn the component between the pre-test and post test result for content aspect, we can see the following diagram Figure 4.1. The Components between the Pre-test and Post-test for Content Aspect 2. Students’ Pre-test and Post-test Scores in Organization Aspect Table 4.4. The Students’ Writing in Terms of Organization Variables The Students’ Score Improvement Pre-test Post-test Organization 36,90 67,85 83,90 % Table 4.2 shows that three is an improvement of the students’ writing skill in terms organization total mean score in pre-test before giving treatments was 36,90 and after giving treatment students’ writing skill in terms organization total mean score in 0 2 4 6 8 10 12 14 16 Very Good Good Fair Poor Very Poor pre test post test 32 post-test become 67,85. Therefore it could be summarized that students’ writing significantly improved became 83, 90 %. Table 4.5. The Rate Percentage of Organization in Pre-test Score No. Classification Pre-test Frequency Percentage (%) 1. Very Good (80-100) 1 4.76 % 2. Good (66-79) 6 28.56 % 3. Fair (56-65) 8 38.10 % 4. Poor (40-55) 2 9.52 % 5. Very Poor (≤39) 4 19.04 % Total 21 100 % The table shows that 21 students divided into 1 student (4.76%) who categorized to “Very Good”, only 6 student (28.56%) who categorized to “Good”, there were 8 students (38.10%) who categorized to “Fair”, while there was 2 student (9.52%) who categorized to “Poor” and there were 4 students (19.04%) who categorized to “Very Poor”. Table 4.6. The Rate Percentage of Organization in Post-test Score No. Classification Post-test Frequency Percentage (%) 1. Very Good (80-100) 2 9.52 % 2. Good (66-79) 11 52.38 % 3. Fair (56-65) 8 38.10 % 4. Poor (40-55) 0 0 % 5. Very Poor (≤39) 0 0 % Total 21 100 % Based on the table above the students classify into 5 categories which is 21 students divided into 2 students (9.52%) who classified into “Very Good”, 11 students (52.38%) who classified into “Good”, 8 students (38.10%) who classified into “Fair”. While there was 0 student who classified into “Poor” and “Very Poor”. Both of the table of the students’ classification in term of organization can be seen that they are different. The table 4.5 (pre-test in term of organization) shows that there 33 was 0 student who categorized to “Very Good”, 1 student who categorized to “Good”, 8 students who categorized to “Fair”, 0 student who categorized to “Poor” and 4 students who categorized to “Very Poor”. While the table 4.6 (post-test in term of organization) shows differently, there were 2 students who achieved “Very Good” classification, 11 students who classified into “Good”, 8 students who classified into “Fair” and there were not students (0 student) who achieved the “Poor” and “Very Poor” classification. To learn the component between the pre-test and post test result for organization aspect, we can see the following diagram Figure 4.2. The Components between the Pre-test and Post-test for Organization Aspect 3. The Comparison of the Test Result The distribution the value of t-test value and t-table can be seen in the following table below. Table 4.7. Distribution the Value of t-Test and t-Table Variables Pre-test Post- test t-test t-table Comparison Classification Content 47.62 70.24 6.53 1.725 t-test > t-table Significance Organization 36.90 67.86 7.33 1.725 t-test > t-table Significance 0 2 4 6 8 10 12 Very Good Good Fair Poor Very Poor Pre Test Post Test 36 CHAPTER V CONCLUSION AND SUGGESTION This chapter provides two sections consist of conclusion and suggestion. The first section concludes the result of the study. The second section provides suggestions for students and teacher. A. Conclusion Based on the result of data analysis and discussion of the result in the previous chapter, the researcher concludes that: The students’ writing in term of content and organization at the Eleventh Grade of SMA Negeri 4 Jeneponto can be improved after applying web blog. It is shown by the significant difference between the pre-test and the post-test. The mean score of post-test for content (70,24) is higher than pre-test (47,62) and the mean score of post-test for organi zation (67,85) is higher than pre-test (36,90). The data of table Distribution the Value of t-Test and t-Table shows that the Value of t-Test for content is higher (6,53) than the Value of t-Table (1,725) and the Value of t- Test for organization is higher (7,33) than the Value of t-Table (1. 725). Thus the alternative hyphotesis (H1) is accepted and null hyphotesis (H0) is rejected. B. Suggestion The successful teaching does not depend on the lesson plan program only, but more importantly is how the teacher presents the lesson plan and uses various methods to manage the class more live and regarding to the teaching writing by web blog, the researcher gave some suggestion for the teacher and the students. The teacher should be more creative to enrich their teaching method and material. Choosing strange or unique words can stimulate them in learning English. The materials 37 are presented in an enjoyable, relaxed and understandable way. That’s way it is suggested for the teacher to apply web blog in teaching English. The students are hoped to be more interested in writing a text, be creative and enthusiastic to think some ideas, enrich vocabulary, writing appropriate language use to make good writing. If the students have many problems, they should ask to the teacher for solving it. 38 BIBLIOGRAPHY Adri, Muhammad. 2008. Guru Go Blog Optimalisasi Blog untuk pembelajaran. Padang: PT Elex Media Komputindo. Armstrong, K., & Retterer, O. 2008. Blogging as L2 writing: A case study. AACEJournal, 16(3), 233-251. Badan Standar Nasional Pendidikan (BSNP). 2006. Standar Kompetensi dan Kompetensi Dasar SMA/MA. Jakarta: Depdikbud. Baron, N. S. 2010. Always on: Language in an online and mobile world. Oxford University Press. Brown, H. D. 2000. Teaching by Principles, 2nd ed. New York: Longman. Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Burns, Anne. 2010. Doing Action Research in English Language Teaching: a guide for practitioners. Cambridge: Routledge. Chee, Tan Seng& Angela Wong. 2003. Teaching and Learning with Technology. Singapore: Prentice Hall. Dardjowidjojo, S. 2003. Rampai Bahasa, Pendidikan, dan Budaya. Jakarta: Yayasan Obor Indonesia. Gay, L.R., Geoffrey F. Mills, and Peter Airasian. 2006. Education Research. Colombia: Person Pearson Prentice Hall. Galien, Patricia and Wendy L. Bowcher. 2010. Using Blogs in ESL/EFL Teaching and Teacher-Training. Asian EFL Journal.Professional Teaching Articles. Vol. 42 February 2010. http;//www.asian-efl-journal.com. Retrieved on May, 30, 2010. Garrand, Timothy. 2006. Writing for Multimedia and the Web. Oxford: Elsevier Inc. Godwin-Jones, R. 2003. Blogs and Wikis: Environments for online collaboration. Harmer, Jeremy. 2007. How to Teach Writing. Essex: Longman. Hughes, Glyn. Et al. 2007. Practical Classroom English. Oxford University Press. Lines, Caroline T. 2005. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Company Inc. Matheson, D. 2004. Weblogs and the epistemology of the news: Some trends in online journalism. New media & Society, 6(4), 443-468. Mynard, Jo. 2007. A Blog as a Toll for Reflection for English Language Learners. Asian EFL Journal. Professional Teaching Articles. Vol. November 2007. http://www.asian-efl- journal.com.Retrieved on June 20, 2010. 41 APPENDIX B Materials for Treatment Recount Text Definisi Recount Text “Recount text is a text that telling the reader about one story, action or activity. Its goal is to entertaining or informing the reader.” Sebuah teks yang menceritakan sebuah cerita, aksi ataupun aktivitas. Tujuan recount text adalah untuk menghibur atau memberi informasi kepada pembaca. “Recount is a text which retells event or experience in the past.” Sebuah teks yang menceritakan kembali kejadian atau pengalaman di masa lampau. Tujuan Recount Text “The purpose of recount text is to entertain or inform the readers” Tujuan recount text adalah untuk menghibur dan menginformasikan para pembaca. “The purpose of communication from recount text is to tell an experience or event that occurred in the past with the aim of entertaining and informing readers” Tujuan komunikasi dari recount text adalah menceritakan suatu pengalaman atau kejadian yang terjadi dimasa lampau dengan tujuan untuk menghibur dan menginformasikan pembaca. Generic Structure of Recount Text Recount text juga memiliki susunan atau struktur. Generic Structure recount text terdiri dari: 1. Orientation: Menceritakan suatu peristiwa yang terjadi setelahnya diceritakan sesuia urutan krnologisnya. 2. Events: Menceritakan suatu peristiwa yang terjadi setelahnya diceritakan sesuai urutan kronologisnya. 42 3. Reorientation: Berisi rangkuman atau conclusion dari semua kejadian. Pada bagian juga berisi pendapat atau kesan penulis tentang kejadian yang diceritakan. Beberapa ciri recount text adalah: 1. Past tense, menggunakan kata kerja bentuk lampau seperti we went, I saw, we visited, dsb. 2. Action verbs, yakni menggunakan kata kerja aksi/tindakan, contohnya run, talked, reached, swam, dsb. 3. Adverbs, yakni menggunakan kata keterangan, contohnya last summer, yesterday, happily, beautifully, dsb. 4. Adjectives, yakni menggunakan kata sifat, seperti huge, great, bad, expensive, cheap, dsb. 5. Conjunctions, dan chronological connectors, yakni menggunakan kata hubung seperti theb, before, and after, dsb. 43 Appendix C: The result of the Students’ Score in the Pre-test and Post-test No. Students’ Code Pre-test (X1) Post-test (X2) Score Classification Score Classification 1. S-01 50 Poor 65 Fair 2. S-02 40 Poor 85 Very Good 3. S-03 40 Poor 80 Very Good 4. S-04 60 Fair 65 Fair 5. S-05 55 Poor 55 Poor 6. S-06 40 Poor 65 Fair 7. S-07 65 Fair 70 Good 8. S-08 30 Very Poor 75 Good 9. S-09 35 Very Poor 55 Poor 10. S-10 70 Good 75 Good 11. S-11 25 Very Poor 60 Fair 12. S-12 50 Poor 60 Fair 13. S-13 45 Poor 75 Good 14. S-14 30 Very Poor 75 Good 15. S-15 30 Very Poor 70 Good 16. S-16 45 Poor 70 Good 17. S-17 45 Poor 65 Fair 18. S-18 65 Fair 65 Fair 19. S-19 55 Poor 75 Good 20. S-20 40 Poor 55 Poor 21. S-21 40 Poor 50 Poor 46 Appendix E: Calculating the Students’ Presentation in Pre-test and Post-test 1. Calculating the Mean Score of the Students’ Presentation Calculating the mean score of the students’ presentation by using the following formula: Note: = Mean score (Symbol for the population mean) = The sum of all score N = Total number of the students a. The mean score of the students’ writing in the pre-test in term of content as follows: = 1000 21 = 47.62 While the mean score of the students’ writing in term of content in the post-test is: = 1475 21 = 70.24 b. The mean score of the students’ writing in the pre-test in term of organization as follows: = 775 21 = 36.90 While the mean score of the students’ writing in term of organization in the post-test is: = 1425 21 = 67.86 47 2. The Improvement of the Students in Writing a. The improvement of the students’ writing in term of content as follows: P = X2-X1 x 100% X1 P = 70.24−47.62 47.62 × 100 % P = 22.62 47.62 × 100 % The students’ improvement = 47.50 % b. The improvement of the students’ writing in term of organization as follows: P = X2-X1 x 100% X1 P = 67.86−36.90 36.90 × 100 % P = 30.96 36.90 × 100 % The students’ improvement = 83.90 % 3. Test of Significant Different between Pre-test and Post-test: a. Test of significant different between pre-test and post-test in term of content as follows: Note: ΣD = 550 ΣD 2= 21250 N = 21 − 𝐷 = ΣD 𝑁 = 550 21 = 26.19 t = − 𝐷 √Σ𝐷2− (𝛴𝐷) 2 𝑁 N(N−1) 48 t = 26.19 √21250 − (550) 2 21 21(21−1) t = 26.19 √21250 − 302500 21 21(20) t = 26.19 √21250 −14404 420 t = 26.19 √6846 420 t = 26.19 √16.3 t = 26.19 4.01 t = 6.53 b. Test of significant different between pre-test and post-test in term of organization as follows: Note: ΣD = 725 ΣD 2= 34375 N = 21 − 𝐷 = ΣD 𝑁 = 725 21 = 34.52 t = − 𝐷 √Σ𝐷2− (𝛴𝐷) 2 𝑁 N(N−1) t = 34.52 √34375 − (725) 2 21 21(21−1) 51 Appendix F: Distribution of t-table Critical value of t-table Level of significance for one-tailed test Df α (level of significance) (one-tailed test) 0.25 0.10 0.05 0.025 0.01 0.005 1 1.000 3.078 6.314 12.706 31.821 63.657 2 0.816 1.886 2.920 4.303 6.965 9.925 3 0.765 1.638 2.353 3.182 4.541 5.841 4 0.741 1.533 2.132 2.776 3.747 4.604 5 0.727 1.476 2.015 2.571 3.365 4.032 6 0.718 1.440 1.943 2.447 3.143 3.707 7 0.711 1.415 1.895 2.365 2.998 3.499 8 0.706 1.397 1.860 2.306 2.896 3.355 9 0.703 1.383 1.833 2.262 2.821 3.250 10 0.700 1.372 1.812 2.228 2.764 3.169 11 0.697 1.363 1.796 2.201 2.718 3.106 12 0.695 1.356 1.782 2.179 2.681 3.055 13 0.692 1.350 1.771 2.160 2.650 3.012 14 0.691 1.345 1.761 2.145 2.624 2.977 15 0.690 1.341 1.753 2.131 2.602 2.547 16 0.689 1.337 1.746 2.120 2.583 2.921 17 0.688 1.333 1.740 2.110 2.567 2.989 18 0.688 1.330 1.734 2.101 2.552 2.878 19 0.687 1.328 1.729 2.093 2.539 2.861 20 0.687 1.325 1.725 2.086 2.528 2.845 21 0.686 1.325 1.721 2.080 2.518 2.831 22 0.686 1.321 1.717 2.074 2.508 2.829 23 0.685 1.319 1.714 2.069 2.500 2.807 24 0.685 1.318 1.711 2.064 2.492 2.797 25 0.684 1.316 1.708 2.060 2.485 2.787 26 0.684 1.315 1.706 2.056 2.479 2.7798 27 0.684 1.314 1.703 2.052 2.473 2.771 28 0.683 1.313 1.701 2.048 2.467 2.763 29 0.683 1.311 1.699 2.045 2.462 2.756 30 0.683 1.310 1.697 2.042 2.457 2.750 40 0.681 1.303 1.684 2.021 2.423 2.704 60 0.679 1.296 1.671 2.000 2.390 2.660 120 0.677 1.289 1.658 1.980 2.358 2.617 (Sugiyono,2014:332) Df = N-1 Df = 21-1 Df = 20 t-table for (α) = 0.05 = 1.725 52 Appendix G: Attendance List of Second Grade XI IPS at SMA Negeri 4 Jeneponto No. Name Meetings Pre-test Treatment Post-test 1 2 3 4 5 6 7 8 1. Ahmad Ridzky Fatwa √ √ √ √ √ √ √ √ 2. Andi Azkhari Fadli A. √ √ √ √ √ √ √ √ 3. Asriani √ √ √ √ √ √ √ √ 4. Aswan √ √ √ √ √ √ √ √ 5. Febrianti √ √ √ √ √ √ √ √ 6. Firdhawati K √ √ √ √ √ √ √ √ 7. Muh. Alwi Shihab √ √ √ √ √ √ √ √ 8. Muh. Rifky Maulana √ √ √ √ √ √ √ √ 9. Muh. Yusril Nuryunus √ √ √ √ √ √ √ √ 10. Muh. Ahsan √ √ √ √ √ √ √ √ 11. Muh. Alif Fatahillah √ √ √ √ √ √ √ √ 12. Muh. Nurwahyudi A. √ √ √ √ √ √ √ √ 13. Muh. Rezka Anwar √ √ √ √ √ √ √ √ 14. Muhammad Arif √ √ √ √ √ √ √ √ 15. Muliati √ √ √ √ √ √ √ √ 16. Nur Alika √ √ √ √ √ √ √ √ 17. Nur Azizah √ √ √ √ √ √ √ √ 18. Nurdzakiyah Dwi √ √ √ √ √ √ √ √ 19. Nurul Hikma √ √ √ √ √ √ √ √ 20. Sindi Nuraisha √ √ √ √ √ √ √ √ 21. Al-Qadri Ramadhan √ √ √ √ √ √ √ √ 53 Appendix H : Rencana Pelaksanaan Pembelajaran RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan : SMA Negeri 4 Jeneponto Kelas : X Mata Pelajaran : Bahasa Inggris Materi Pokok : Announcement Skills : Writing Waktu : 2 x 45 menit A. Kompetensi Inti SMA Kelas X 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, pro aktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial 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, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian serta menerapkan pengetahuan prosedur pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranah abstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan. B. Kompetensi Dasar 1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement) sesuai dengan konteks penggunaannya. 4. Menangkap makna pemberitahuan (announcement) 5. Menyusun teks tulis pemberitahuan (announcement) sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuia konteks. 56 Closing antara teks announcement dan teks advertisement, serta dalam berbagai teks bahasa Inggris. Mengeksplorasi: 1. Siswa membaca teks announcement yang diberikan oleh guru. 2. Siswa berlatih menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks announcement tersebut. 3. Siswa mengamati struktur teks announcement dalam contoh yang diberikan guru. Mengasosiasi: 1. Siswa berlatih menganalisis announcement dan membedakannya dengan teks announcement yang lain. 2. Siswa menganalisis fungsi sosial, struktur teks, dan unsur kebahasaanya. Mengkomunikasikan: 1. Siswa menyampaikan informasi fungsi sosial. Struktur dan unsur kebahasaan yang ditemukan setelah membaca dan menyusun announcement. 2. Guru dan siswa membahas unsur kebahasaan dan struktur yang ada di announcement. 3. Siswa membuat teks announcement sederhana dengan memperhatikan fungsi sosial, struktur dan kebahasaannya yang dipublikasikan melalui blog. 1. Guru membimbing siswa dalam menyimpulkan 57 tentang bagaimana mengidentifikasi fungsi sosial, struktur teks san unsur kebahasaan teks announcement 2. Guru mengakhiri pembelajaran dan memberikan pesan untuk mengulang lagi materi yang sudah dipelajari dirumah. H. Alat/Media/Sumber Pembelajaran 1. Slides presentation (picture series) 2. Buku teks siswa 3. Kamus 4. Instruksi pembuatan blog From A Description: This from contains instruction in creating blog account. Please be aware about each step. Make sure you are done with all instruction in this before continuing to the next one. Caution 1. Check your internet connection to make easier in continuing the next following steps. 2. Make sure you have Google email account to connect to Blogger platform (sign up first if you have none). 3. Feel free to ask the advisor if you have any questions related to the instruction. Instruction 1. Visit www.blogger.com on the taskbar. 2. Log in to your Google account. 3. Insert your blog display name. 4. Click New blog or Blog baru 5. Fill your blog tittle and its URL (ex:Rey’s Blog/www.reysblog.blogspot.com). 58 I. Penilaian Hasil Belajar 1. Penilaian sikap 2. Penilaian tes menulis 61 Scaffold 1. Orientation Tell the audience who is in the story, when is it happening, where it is happening and what is going on. 2. Complication This is the part of the story where something happens, usually a problem for the main character, which triggers a chain of events. 3. Series of events This tells how the characters react to the complication; rising tension occurs, leading to a climax (high point/major drama). It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks. 4. Resolution The complication is sorted out or the problem is solved. Example A Trip to the National Zoo and Aquarium Yesterday, my family and I went to the National Zoo and Aquarium to Visit the new snow Cubs and the other animals. In the morning, when we got to the Zoo and Aquarium there was a great big line, so we had to wait awhile to get in. After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful. At lunchtime Dad decided to cook a bag. He cooked sausages so we could have sausage sandwiches, Mum forgot the tomato sauce so we had to eat them plain. In the afternoon, we visited the aquarium. My brother was excited to see the sharks and the tropical fish. At the end of the day when we left we were going to go and get ice cream but we decided we were too tired so we drove straight home. Recount template Topic: Setting: Who? Where? When? What? Why? Events in time order: Event 1 Event 2 Event 3 Event 4 Concluding statement/ending 62 F. Model/Metode Pembelajaran 1. Scientific 2. Cooperative learning G. Kegiatan Pembelajaran Kegiatan Deskripsi Kegiatan Alokasi Waktu Orientation and structuring 1. Guru menjelaskan pelajaran yang akan dipelajari. 2. Guru menyampaikan kegiatan pembelajaran yang akan dilaksanakan hari itu. 3. Guru menyampaikan tujuan pembelajaran yang ingin dicapai yaitu memahami fungsi sosial, struktur teks dan unsur kebahasaan. 10 menit Modelling Mengamati: 1. Untuk merangsang siswa dalam mengemukakan idenya, guru bertanya kepada siswa tentang pengalaman atau peristiwa dan meminta salah satu dari mereka menceritakannya. 2. Siswa yang lain memperhatikan pengalaman atau peristiwa yang disampaikan oleh salah satu temannya. 3. Guru membimbing siswa untuk membedakan naratif dengan recount. 4. Guru membimbing siswa untuk menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam sebuah teks recount. 5. Siswa berlatih menemukan gagasan utama dan informasi yang ada dalam teks recount. 60 menit 63 Menanya: 1. Guru merangsang siswa untuk menyebutkan jenis-jenis teks writing. 2. Guru merangsang siswa untuk menanyakan perbedaan antara teks recount dan teks narrative. Mengeksplorasi: 1. Siswa membaca beberapa teks recount yang diberikan oleh guru. 2. Siswa berlatih menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks recount tersebut. 3. Siswa mencari kosakata yang belum dipahami. Mengasosiasi: 1. Siswa berlatih menyusun sebuah teks recount yang acak menjadi teks Recount yang utuh secara berkelompok 2. Siswa menganalisisfungsi sosial, struktur teks, dan unsur kebahasaannya secara berkelompok. Mengkomunikasikan: 1. Siswa menyampaikan informasi fungsi sosial. Struktur dan unsur kebahasaan yang ditemukan setelah membaca dan menyusun teks recount. 2. Guru dan siswa membahas kosakata yang belum dipahami siswa di masing- masing grup. 3. Siswa membuat teks recount sederhana dengan memperhatikan fungsi 66 D. Tujuan pembelajaran Setelah mempelajari bab ini siswa diharapkan mampu: 1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks narrative sederhana berbentuk legenda rakyat. 2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks narative sederhana berbentuk legenda rakyat. 3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narative sederhana berbentuk legenda rakyat. 4. Merespon makna teks narrative sederhana tentang pengalaman/kejadian/peristiwa. E. Materi Pembelajaran 1. Listening Guiding Text Snow White and the Seven Dwarfs Once upon a time, there lived a princess named Snow White. She was beautiful and her skin was as white as snow. Snow White’s stepmother, the queen, was very jealous of Snow White. The queen did not love her but Snow White never complained. She only dreamt of a handsome prince who would come one day and take her away with him. The queen asked her magic mirror, “Mirror, mirror on the wall, who is the fairest one of all?” Every day the mirror had the same reply. “You are the fairest,” he told her. And the Queen was content for another day. But as Snow White grew older, she also grew more beautiful. And one day the magic mirror told the Queen that Snow White was the fairest of all. In a jealous rage, the Queen called her royal huntsman and said “Take Sow White far into the forest and kill her,” But the hunter was loyal man. He said to the princess “I cannot kill you. You must run away and hide from the Queen!” Snow White ran away from the castle into the woods. At last she came to a cottage. “Who lives here?” Snow White wondered. Then she heard voices singing in the distance. The seven dwarfs who lived in the cottage were coming from a hard day of work. They invited Snow White to share their supper. Snow White felt so safe with the dwarfs that she decided to stay with them. But the evil queen soon found out that Snow White was still alive. She would have to take matters into her own wicked hands. She took an apple and dipped it into poison. “One bite of this poisoned apple and Snow White will close his eyes forever!” she cackled. When the dwarfs were away at work, the queen disguised as an old woman appeared at Snow White’s window. “Hello, dearie,” she said. “Taste 67 one of my delicious apples.” Then she held the poisoned apple to Snow White. The birds tried to warn Snow White away from the poisoned fruit. They fluttered and flew around the hag, trying to make her drop the apple. But Snow White did not listen and took a bit of the apple. She fell down on the floor instantly. When the seven dwarfs returned to the cottage, they found Snow White lying lifeless on the floor. The sad little dwarfs built a bed of gold and glass for their beloved Snow White. They kept watch over her, day and night but she did not wake up. Then one day a handsome Prince rode into the forest. When he saw Snow White, he knelt down and kissed Snow White tenderly. His kiss awakened her. Snow White and the Prince road off to his kingdom where they lived happily ever after. Snow White and the Seven Dwarfs Once upon a time, there lived a princess named Snow White. She was beautiful and her skin was as white as snow. Snow White’s ………. (1), the queen, was very jealous of Snow White. The queen did not love her but Snow White never complained. She only dreamt of a handsome prince who would ………. (2) one day and take her away with him. The queen asked her magic mirror, “Mirror, mirror on the wall, who is the ………. (3) One of all?” Every day the mirror had the same reply. “You are the fairest,” he told her. And the Queen was content for another day. But as Snow White grew older, she also ………. (4) More beautiful. And one day the magic mirror told the Queen that Snow White was the fairest of all. In a jealous rage, the Queen called her royal huntsman and said “Take Sow White far into the forest and kill her,” But the hunter was loyal man. He said to the princess “I cannot kill you. You must run away and hide from the Queen!” Snow White ran away from the castle into the woods. At last she came to a ………. (5). “Who lives here?” Snow White wondered. Then she heard voices singing in the ………. (6). the seven dwarfs who lived in the cottage were coming from a hard day of work. They invited Snow White to share their ………. (7). Snow White felt so safe with the dwarfs that she decided to stay with them. But the evil queen soon found out that Snow White was still alive. She would have to take 68 matters into her own wicked hands. She took an apple and dipped it into ………. (8). “One bite of this poisoned apple and Snow White will close his eyes forever!” she cackled. When the dwarfs were away at work, the queen disguised as an old woman appeared at Snow White’s window. “Hello, dearie,” she said. “Taste one of my delicious apples.” Then she ………. (9) The poisoned apple to Snow White. The birds tried to warn Snow White away from the poisoned fruit. They ………. (10) And flew around the hag, trying to make her drop the apple. But Snow White did not listen and took a bit of the apple. She fell down on the floor ………. (11). When the seven dwarfs returned to the cottage, they found Snow White lying ………. (12) On the floor. The sad little dwarfs built a bed of gold and glass for their beloved Snow White. They ………. (13) Watch over her, day and night but she did not wake up. Then one day a handsome Prince rode into the forest. When he saw Snow White, he knelt down and ………. (14). Snow White tenderly. His kiss awakened her. Snow White and the Prince ………. (15) Off to his kingdom where they lived happily ever after. Prewriting Decide on: • a topic • audience a) Make sure you understand the purpose of the task. b) Brainstorm what you know and what you need to know. c) Gather information you need. Keep a record of the references you have used as you go. d) Plan your ideas, layout and structure e) Take notes by using mind map or a graphic organizer Drafting a) Decide on a writing template that you will use. b) Follow the structure of the template. c) Write down your ideas in note form (if you wish you could use a template or a graphic organizer). d) Transfer your notes into sentences. If you are constructing paragraphs make sure you have followed the structure of a paragraph. For example, do you need a topic sentence? 71 F. Model/Metode Pembelajaran 1. Scientific approach 2. Autonomous learning G. Kegiatan Pembelajaran Kegiatan Deskripsi Kegiatan Alokasi Waktu Orientation dan structuring 1. Guru menjelaskan pelajaran yang akan dipelajari. 2. Guru menyampaikan kegiatan pembelajaran yang akan dilaksanakan hari itu. 3. Guru menyampaikan tujuan pembelajaran yang ingin dicapai yaitu memahami fungsi sosial, struktur teks dan unsur kebahasaan. 10 menit Modelling Mengamati: 1. Siswa menyimak contoh teks yang diberikan oleh guru. 2. Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya. 3. Guru membimbing siswa untuk menganalisis keteladaan dari cerita naratif tersebut. 4. Siswa berlatih menemukan gagasan utama dan informasi yang ada dalam teks narrative Mempertanyakan: 1. Guru merangsang siswa untuk menanyakan perbedaan antara teks recount dan teks narrative, serta dalam berbagai teks 70 menit 72 bahasa inggris. 2. Siswa mempertanyakan gagasan utama; informasi rinci dan informasi tertentu dalam teks tersebut. 3. Siswa mempertanyakan tentang mekanisme penulisan naratif. Mengeksplorasi: 1. Siswa mendengarkan teks narrative yang diberikan oleh guru untuk menyimak pengucapan pada teks tersebut. 2. Siswa berlatih mengisi kata yang hilang dalam teks narrative tersebut dengan kata kata yang telah disediakan. 3. Siswa mencari kosakata yang belum dipahami. 4. Siswa melengkapi dan memperbaiki tanda baca yang kurang tepat. Mengasosiasi: 1. Siswa berlatih menganalisis sebuah teks narrative fungsi sosial, struktur teks, dan unsur kebahasaannya secara berkelompok. 2. Siswa memperoleh feedback dari guru dan temannya tentang hasil analisisnya. Mengkomunikasikan: 1. Siswa menyampaikan informasi fungsi sosial, struktur dan unsur kebasaan yang ditemukan setelah membaca dan menyusun teks narrative. 2. Guru dan siswa membahas kosakata yang belum dipahami siswa di masing 73 Closing masing grup. 3. Siswa menyalin teks naratif dari berbagai sumber. 1. Guru membimbing siswa dalam menyimpulkan tentang bagaimana mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan teks narrative 2. Guru mengakhiri pembelajaran dan memberikan pesan untuk mengulang lagi materi yang sudah dipelajari dirumah. 10 menit H. Alat/Media/Sumber Pembelajaran 1. Video/materi listening 2. Buku teks siswa 3. Kamus 4. Handout teks naratif I. Penilaian Hasil Belajar 1. Penilaian sikap 2. Penilaian tes menulis 76 (try) have tried to reach the top, but nobody (succeed, ever) has ever succeeded. The climb is extremely difficult and many people (die) have died trying to reach the summit. 15. I (visit, never) have never visited Africa, but I (travel) have traveled to South America several times. The last time I (go) went to South America, I (visit) visited Brazil and Peru. I (spend) spent two weeks in the Amazon, (hike) hiked for a week near Machu Picchu, and (fly) flew over the Nazca Lines. Nouns Pronouns Adjective Verbs Adverbs Prepositions Conjunctions Are the names of people, places, things or feelings? Common nouns are the names for general people, places, things or feelings eg boy, house, car, anger. They make sense when the words “a”, “an” “or” “the” are placed in front of them. Proper nouns are the names of specific people, places or things and are always written with a capital letter e.g. Taylor, Benjamin Way, Belconnen. Take the place of nouns e.g. I gave Jessica the apple and she ate it. Add extra meaning to nouns. Descriptive adjectives My house is white. The white house is mine. Demonstrative adjective point out particular nouns. That house is mine. Enumerative adjectives indicate how much or how many. Jordan has two sister. There were a few drops of rain. Are “being”, “having” or “doing” words e.g. I am human and I have feelings, so please run away. Note that the verb can change based on the tense (refer to tense). Add extra meaning to verbs e.g. He ate slowly. I will eat much later. Show position (below, up, over, under, into, down) e.g. Justin went up the hill. Are joining or connecting words. Coordinating conjunctions (and, but, or) connect words or phrases that are of similar importance e.g. The dog ate the bone and some meat. Subordinating conjunctions (because, if, though, that, when, where, while) start clauses that are dependent on the rest of the sentence for their meaning and do not make sense on their own e.g. Jade auditioned for the 77 Interjections Articles Tense Subject-Verb Agreement school play because she loves acting. Are exclamations e.g. Ouch! Hey! Stop! Are really adjectives, but deserve a separate explanation because we use them all the time. The is the definite article e.g. The dog ate my lunch. A/an is the indefinite article e.g. A dog ate my lunch. Refer to the capacity of verbs to express time. We often work with 3 forms of tense-past, present and future. Past - I jumped, I did jump, I was jumping Present - I jump, I do jump, I am jumping Future - I will jump, I will be jumping The verb form can change depending on whether the subject is singular or plural. e.g. The car park (singularsubject)was (verb) full. The car parks (plural subject)were (verb) full. In these sentences each of the verbs agrees with its subject. The correct verbs form has been used. The verb must always agree with its subject. Single subject=single, verb, plural subject=plural verb. ENGLISH VERB TENSES TYPES SUB-TYPES EXAMPLES Simple 1. The Simple Past Tense 2. The Present Tense 3. The Simple Future Tense a) He lived in Jakarta last year. b) He lives in Jakarta c) He will live in Jakarta next year. Continuous 1. The Past Continuous Tense 2. The Present Continuous Tense 3. The Future Continuous Tense a) He was living in Jakarta in March last year. b) He is living in Jakarta now. c) He will be living in Jakarta for one month next year. Perfect 1. The Past Perfect Tense 2. The Perfect Tense a) He had lived in Jakarta for two years in 2008. b) He has lived in Jakarta 78 3. The Future Perfect Tense for ten years now. c) He will have lived in Jakarta for fifteen years in 2014. Perfect Continuous 1. The Past Perfect Continuous Tense 2. The Present Perfect Continuous Tense 3. The Future Perfect Continuous Tense a) He had been living in Jakarta for two years in 2008. b) He has been living in Jakarta for ten years 2007. c) He will have been living in Jakarta fifteen years in 2014. F. Model/Metode Pembelajaran 1. Scientific approach. 2. Autonomous learning G. Kegiatan Pembelajaran Kegiatan Deskripsi Kegiatan Alokasi Waktu Orientation dan structuring 1. Guru menjelaskan pelajaran yang akan dipelajari. 2. Guru menyampaikan kegiatan pembelajaran yang akan dilaksanakan hari itu. 3. Guru menyampaikan tujuan pembelajaran yang ingin dicapai yaitu memahami fungsi sosial, struktur teks dan unsur kebahasaan dalam simple past tense. 10 menit 81 Turnitin Certification @O writing p> _—=EED-Turnitin® CERTIFICATE > 4 This is to certify that literature "THE USE OF BLOG TO INCREASE STUDENTS’ WRITING SKILL (PRE-EXPERIMENTAL RESEARCH AT THE Xt GRADE STUDENTS OF SMA NEGERI 4 JENEPONTO) 82 Letter of Acceptance MAJELIS DIKTILITBANG PP MUHAMMADIYAH UNIVERSITAS MUHAMMADIYAH MAKASSAR Jalan Sultan Alauddin Not 249 Makassar FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN _[S!?, SS. 178210) Gecsssq) Emad -presabyaunamuhac ad PRODI PENDIDIKAN BAHASA INGGRIS Wb: slgnipeamimitcaels el iam all LETTER OF ACCEPTANCE 0147/BG-FKIP/LOA/B/X1/1442/2020 Dear MUHAMMAD SYAHRUL It is our pleasure to inform you that, after review your paper: THE USE OF BLOG TO INCREASE STUDENTS’ WRITING SKILL (Pre-experimental Research at the XI Grade Students of SMA Negeri 4 Jeneponto) The manuscript ID: 128 As Detail checklist: ‘Checkpoint Yes [No The author has sent the manuscript by using the institutional email Vv the author has submitted the manuscript through the open journal sysiem | (OIS) “The manuscript according to the limitations or descnption of the journal |__v LoCT has been Submitted by the author x “The manuscript has followed the existing templates v “The article processing charge (APC) has been submitted by the author _[_v_ has been ACCEPTED to publish with Journal of Language Teaching and Assessment, ISSN (paper) in process ISSN (online) in process. We appreciate your contribution. We will let you know if you have to make any modification as the reviewer's comments. Once your manuscript is moved to publishing, our production editor will inform you. Please feel free to @mail us with any questions at jlta@bg.unismuhmakassar.ac.id 0. November 2020 M 415 Rabi’ul Akhir 1442 H Head of English Education Department ‘Training and Education ‘Terakreditas Institusi 83 CURRICULUM VITAE 2020, MUHAMMAD SYAHRUL was born in Bisoli, on April 10, 1995. He has one brother and two sisters. His father's name is Bella S and his mother's name is Nurbaya. He graduated his elementary school in 2006 at SD Inpres 126 Bisoli. He continued his study at SMP Negeri 2 Bangkala Barat and graduated in 2009. His senior high school was at SMA Negeri. 4 Jeneponto and graduated in 2013. At the same year he was accepted as English Department student of Faculty Teacher Training and Education in Makassar Muhammadiyah University. At the end of his study, he could finish his thesis in 2020 entitled The Use of Blog to Increase Students’ Writing Skill (A Pre-Experimental Research at the Eleventh Grade of SMA Negeri 4 Jeneponto.