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129 Having strong underlying education theories, it is understandable that
e-mail can improve students’ writing skill. By utilizing e-mail, the students were active to do their assignments in writing text.
2. E-mail can Improve Class Situation
The second theory being proposed says that utilizing e-mail in teaching and learning activities can improve class situation. By utilizing e-
mail in teaching and learning of writing activities, it is able to create a better atmosphere in the classroom in which the students become more active in the
process of teaching and learning process and do the assignment given by the teacher eagerly. It means that students’ motivation to learn increase due to
utilizing e-mail in their learning activities. As stated by Morrison et al 2001: 50, learner’s motivation is a very important and determinant aspect which
will affect students’ behavior in the learning activity. Furthermore, Nagel 1999 noted in his research which showed the
effectiveness of using e-mail compared to academic writing by investigating how e-mail functions as an instructional tool that email exchange strongly
motivates participation in classroom activities. In addition, Warschauer cited in Lee, 1998 presents three benefits of
e-mail. He states that e-mail can promote real and natural communication. Through e-mail, students are able to communicate with native speakers or
other English learners worldwide. This provides authentic context for communication.
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130 Besides that, e-mail also facilitates independent learning which is
essential for L2 writing. Furthermore, e-mail stimulates students’ interest in communicating as they feel they have an authentic audience who will respond
to their writing. It can provide information, contact, and stimulation, supplying the teacher with more effective and enjoyable teaching situations.
In short, e-mail promotes opportunities for communication, collaboration and information.
Based on the theory, we can say that utilizing e-mail in the teaching and learning activities can increase and grow students’ motivation. The
students’ better motivation can be seen in their paying attention to the teacher explanation more seriously and their activeness in joining the teaching and
learning activities. The researcher can conclude that the class situation improved from the previous condition. The improvements in the class
situation are as follows. a. Most of the students pay full attention to the teacher’s explanation. They
especially who sit down in the back row did not enjoy typing message by their phone cellular anymore.
b. All of the students do their homework when the teacher asks them to do the task at home.
c. The students did not talk each other during the lesson. If they are little bit noisy because they have to discuss the topic given by the teacher.
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131 d. Most of students enjoy joining the lesson in the class, so they did not often
ask for permission to the teacher to go to the bathroom e. The students become active and enthusiastic to asked and answer the
question. The teaching and learning technique by utilizing e-mail made the
students enjoyable and active to join the writing class. Connecting to the internet access make them to be enthusiastic to do the exercises given via e-
mail, moreover there has been available for Wi-Fi or hot spot area at the school environment. Some students who have their own notebook tend to
bring it when they study at school. That is why it is justified utilizing e-mail as one of technique which is suitable in teaching and learning writing. It is
proved by the students’ average score of the pre-test, post test 1, and post-test 2.
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132
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONS
A. Conclusion
The researcher was successful to conduct an action research by utilizing e-mail to improve the students’ writing skill at SMK PRGI 6 Ngawi. It could be
proved by increasing of the writing aspects namely; the use of punctuation and capital letter, vocabulary, grammar, supporting details, and organizing ideas or
content. The improvement of the students’ writing skill could be seen in the scores of writing and those of the writing aspects. The mean score increased from 45.73
in the pre-test to 66.04 in the test of Cycle 1 and to 74.27 in the post test of Cycle 2. The minimum score of English lesson was 65.00. The comparison of writing
scores between the pre-test, post-test of Cycle 1, and post-test of Cycle 2 showed the success of utilizing e-mail to improve students’ writing skill.
Utilizing e-mail in teaching and learning activities also brought positive changes in the classroom situation. It can be seen from their participation not only
in paying more attention to the lesson but also becoming more active to join the writing activities. The students encouraged to do their assignments given by the
researcher soon. Besides, by using e-mail in teaching and learning of writing activities could create an enjoyable atmosphere for the students because they
could study and do the exercises freely outside the class. Furthermore, by using e- mail, they could share their assignments with others by sending it via e-mail. They
