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class. 3
There were no response at the end of the lesson.
4 Only few students who actively
participated in the lesson. “Yaah Miss, berarti besok udah nggak
ngajar di sini lagi?” 3
More students sharing their opinions and understanding to their friends and
proposed a topic for the writing.
1. The improvement of the students’ writing skill
The use of student blog as a teaching learning media had improved the students’ writing skill. Referring to result of the pre-test and post-test, the
students’ mean score was improved 10.05 . However, not all aspects of writing were constantly improved. The complete mean score was presented in the table
below. Table 4.6. The Improvements of the Students’ Achievement
Aspects C
O V
LU M
Total Improvement
Pre Test 22.18
16.25 14.93
17.85 2.50
74. 45
Post Test 1 23.55
17.25 17.43
20.08 3.88
82.18 7.72
Post Test 2 23.93
17.85 17.58
21.05 4.10
84.50 2.33
C: Content O: Organization V: Vocabulary LU: Language Use M: Mechanics
Based on the table, it can be concluded that the students had a good achievement at the end of the research. Their score was increasing from cycle 1 to
cycle 2. Furthermore, the number of students who passed the test increased up to 100 in the post test 2.
Figure 4.1. Chart of Number of Students Passing the Test There were three students coming from different level of intelligence
who got more attention in this research. The improvement of them is summarized as follows.
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Table 4.7. The Sample of Students’ Achievement
Student A OE Students B RDA
Student C NH
Pre-test 81.50
78.00 65.00
Post-test 1 85.00
82.00 75.50
Post test 2 89.50
84.00 79.00
Mean score 85.33
81.33 73.12
Student A is a clever student. She got good scores in pre-test and post test. She made a little mistakes in her writing. She could easily understand the
explanation and instruction given. She needed no special treatment during the research. After the research she had better writing skill than before the research
and interested to write better story narrative text. Student B is a students in average. She had a good motivation and active
during the lesson. Using student blog as the main media, she had a better writing skill although there were several problems faced in the use of blog.
Student C is a student in the lower level. She had low motivation in writing. She tended to use any translation tools to finish the task. There were
special treatments to make her independently did the writing. As a result, she had a better writing skill and more confidence to make it herself.
In conclusion, the sample students got improved their writing skill. It was shown in the result of their achievements and their attitudes.
2. The improvement of the classroom situation
Comparing to the classroom situation before the research, there were some positive progresses. The students were firstly more interested in minding
their own business in the class. But then, they became aware of what the lesson is about and paid more attention to the lesson. The use of blog in the classroom
could rise students’ interest on writing class. They had responded differently on the statement: Dengan menggunakan blog selama pelajaran di kelas, saya
menjadi tertarik dengan pelajaran menulis writing Pre-Questionnaire. Compared to the question on Post-Questionnaire whether they were interested in
writing class, the result showed that the number of student who like it had increased.
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Figure 4.2. Chart of Students’ Interest on Writing Moreover, the use of laptop and computer could finally be controlled and
directed to focus on learning process. The informal setting of class helped the students in consulting their works and they were not afraid of sharing it to the
others. They even enjoyed the activity of reading their friend comments on posts.
3. The improvement of the students’ attitude
The students’ attitudes were also changing during the research. They had positive perspectives as they greeted in a great enthusiasm anytime they met. They could
also enjoy the class and showed disappointment when the lesson was ended as one students said, “Yaah Miss, berarti besok udah nggak ngajar di sini lagi?” Coming
to the end of the research, more students shared their opinions and understanding to their friends and proposed topics for the writing.
Reported on the Post Questionnaire result, the students would like to have another writing class that utilized blog 60. Although it was not
continued, they wanted to write more on blog 70 and even most of them were going to create new personal blog account 80. One student said that she
wanted to write story narrative text in English instead of Indonesian Post- Interview Note. Furthermore, the students could draw some advantages of using
blogs as follows Post-Interview Note: “Bisa lebih mengeluarkan aspirasi, melepas penat belajar, memanfaatkan
internet dengan sisi positif, lebih tau tentang blog.” Ningtyas
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“Manfaatnya banyak banget, contohnya bias belajar sambil bermain, bias cari hal-hal yang baru dalam belajar bahasa inggris baik soal maupun
short story, dan bias mengeluarkan aspirasi kita untuk dibagikan kepada orang lain.” Rosiana
D. Discussion
This section presents the discussion of the research findings focusing on students’ writing skill and classroom situation. In more detail, each of the findings
is presented as follows.
1. Student blog is able to improve students’ writing skill
The implementation of student blog as teaching-learning media had improved the students’ skill of writing. The focuses of the research involve five
aspects of writing skill: content of the text, organization of the idea, vocabulary mastery, language use, and mechanics. The findings show that those aspects had a
higher final achievement after the research. The improvement of ideas writing is shown in the finding that some texts
contained social messages and some others were combined with imaginative ideas. It was also organized nicely so that the topics were developed into
interesting texts and could communicate the messages well. This result is supported by Bram 1995: 25 who states that the purpose of writing is
communication. Furthermore, Warschauer 2010 says: Blogs, wikis, automated essay scoring, and open source netbooks are four
important tools that can assist writing instruction. …thoughtful use of these tools can enhance effective instructional approaches that emphasize writing
for meaningful social purpose, mastery of relevant genres, and development of students’ academic language proficiency.
The students got improvement in their vocabulary mastery and the language used. Through the commenting session they shared opinions, while in
the other task they re-read their own writing. They implicitly learn from mistakes which were mostly related to the vocabulary and grammar. It gives them chance
to reflect their learning. This finding is supported by Mynard 2007; 2008 who claims that blog is a medium to reflect on specific aspects of the students’
learning. However, the findings does not show significant difference in students’
