The Effectiveness of Blog toward Students’ Accuracy and Complexity in Writing Narrative Text (A Quasi Experimental Study at the Eleven Grade Students of SMA Daar El-Qolam)
Excellent Class Program, Gintung Jayanti, Tangerang Banten)
A ‘Skripsi’
By: IIN KURNIA NIM. 1110014000078
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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Nama : Iin Kurnia
Tempat/Tgl. Lahir : Serang, 03 September 1991
NIM : 1110014000078
Jurusan/Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Blog toward Students’ Accuracy and Complexity in Writing Narrative Text (A Quasi Experimental Study at the Eleven Grade Students of SMA
Daar El-Qolam)
Dosen Pembimbing : 1. Dr. Farida Hamid, M.Pd 2. Teguh Khaerudin, MAppLing
dengan ini menyatakan bahwa skripsi yang saya buat adalah benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian munaqosah.
Jakarta, 25 Februari 2015 Mahasiswa Ybs
Iin Kurnia NIM. 1110014000078
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English Education Department, Faculty of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
Keywords: Blog, Accuracy, Complexity in Narrative Writing
The objective of this study was to see the effectiveness of blog toward students’
accuracy and complexity in writing narrative text at the eleven grade students’ of
SMA Daar El-Qolam Excellent Class Program, Tangerang Banten. The sample of this study were 40 students taken from the eleven grade of SMA Daar El-Qolam Excellent Class Program, Jayanti Tangerang, which were 20 students as experiment class and 20 students as controlled class. The method used in this research was a quantitative method. The design used was a quasi- experimental study and the instrument of this research was test. The calculation of this research was conducted though SPSS 20.
The research results showed that blog helped the students to achieve a greater improvement on their accuracy and complexity in narrative writing text. The result of the study showed that sig. 2 tailed (p) was 0.005 for complexity and
0,001 for accuracy while alpha (α) was 0.05. In other words, p< α. It meant that
the H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was
accepted. It proved that using blog in writing was effective. In other words, there
was a positive effect of blog toward students’ accuracy and complexity in
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Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Kata kunci: Blog, Akurasi, Kompleksitas dalam penulisan Narasi.
Tujuan penelitian ini adalah untuk melihat efektivitas blog terhadap akurasi dan kompleksitas pada penulisan teks narasi siswa kelas 11 SMA Daar El-Qolam, Tangerang Banten. Sampel penelitian ini adalah 40 siswa diambil dari kelas 11 SMA Daar El-Qolam, Jayanti Tangerang, yang 20 siswa sebagai kelas
eksperimen dan 20 siswa sebagai kelas Kontrol. Metode yang digunakan dalam
penelitian ini adalah metode kuantitatif. Desain yang digunakan adalah penelitian Eksperimen Semu dan Instrumen penelitian ini adalah tes. Perhitungan penelitian ini dilakukan menggunakan SPSS 20.
Hasil penelitian menunjukkan bahwa blog membantu siswa untuk mencapai peningkatan yang lebih besar pada keakuratan dan kompleksitas mereka dalam
menulis teks narasi. Hasil penelitian menunjukkan bahwa sig. 2 tailed (p) adalah
0,005 untuk kompleksitas dan 0,001 untuk akurasi sementara alpha (α) adalah
0,05. Dengan kata lain, p <α. Ini berarti bahwa H0 (Null Hypothesis) ditolak dan
Ha (Hipotesis Alternatif) diterima. Ini membuktikan bahwa menggunakan blog efektif. Dengan kata lain, ada efek positif menggunakan blog pada akurasi dan kompleksitas siswa dalam menulis teks narasi.
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the Lord of the worlds who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad shallallahu ‘alaihiwasallam, his family, his relatives, and his faithful followers.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Rahimudin and Nurlaila), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved younger brother (Fauzul Iman) for his love and support to the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to her advisors, Dr. Farida Hamid, M.Pd, and Teguh Khaerudin, MAppLing., for their advice, guidance, corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. All lecturers of the Department of English Education. They have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., the Head of the Department of English Education. 3. Her academic advisor, Zaharil Anasy, M.Hum., the Secretary of the
Department of English Education, for his advices, guidance, suggestions, and support.
4. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiyah and Teachers` Training.
5. Her beloved friends in English Education Department Academic Year 2010 for giving cares and supports.
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enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, 25 Februari 2015
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SURAT PERNYATAAN KARYA SENDIRI……….. iii
ABSTRACT... iv
ABSTRAK………...v
ACKNOWLEDGMENT ... vi
TABLE OF CONTENTS...viii
LIST OF TABLES ... x
LIST OF FIGURES ...xi
LIST OF APPENDICES ... xii
CHAPTER I: INTRODUCTION A. Background of the Study... 1
B. Identification of the Problem... 4
C. Limitation of the Problem ... 4
D. Formulation of the Problem... 4
E. Objective of the Study ... 5
F. Significance of the Study………..………...5
CHAPTER II: THEORETICAL FRAMEWORK A. Writing ...6
1. Understanding of Narrative Text ………..8
2. Generic Structure of Narrative Text………..9
3. Grammatical Feature of Narrative Text……….9
B. Aspect of Language of Proficiency...10
1. Fluency ...10
2. Accuracy...12
3. Complexity...14
C. Using Blog to Improve Writing...15
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CHAPTER III: RESEARCH METHODOLOGY
A. Place and Time of the Research ……...23
B. Method and Research Design ... 23
C. Population and Sample... 24
D. Instrument of the Study………... 25
Validity and Reliability of the Instrument………. 26
E. Technique of Collecting the Data………... 27
F. Data Analysis Technique ……….…………..…... 28
1. Test of Normality and Test of Homogeneity ………... 29
2. Test of Hypothesis ……….……... 31
G. Statistical Hypothesis ………. . 33
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Data Description ... 34
1. Complexity ………..………. 34
2. Accuracy ………... 37
B. Data Analysis …………... 41
1. Test of Normality ………...……….. 41
2. Test of Homogeneity ………...……….….... 43
C. Test of Hypotheses ………... 45
D. Data Interpretation ……….…………..…. 47
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 49
B. Suggestion ... 49
REFERENCES...51
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Table 4.2 The Summary Table of Complexity in Controlled Class……… 36 Table 4.3 Box Plot of Pre Test of Complexity …………..………. 36 Table 4.4 Box Plot of Post Test of Complexity………37 Table 4.5 Summary Table of Accuracy in Experimental Class………38 Table 4.6 The Summary Table of Accuracy Pre-test and Post test………. 39 Table 4.7 Box Plot of Pre Test of Accuracy……… 40 Table 4.8 Box Plot of Post Test of Accuracy……….. .40 Table 4.9 The Result of Normality Test of Pre-Test of Complexity……… 41 Table 4.10 The Result of Normality Test of Pre-Test of Accuracy………. 41 Table 4.11 The Result of Normality Test of Post Test of Complexity…… 42 Table 4.12 The Result of Normality Test of Post Test of Accuracy……… 42 Table 4.13 The Result of Homogeneity Test of Pre-Test of Complexity….43 Table 4.14 The Result of Homogeneity Test of Pre-Test of Accuracy…… 43 Table 4.15 The Result of Homogeneity Test of Post-Test for Complexity...44 Table 4.16 The Result of Homogeneity Test of Post-Test for Accuracy….. 44 Table 4.17 The Result of T-test Calculation of Complexity………..45 Table 4.15 The Result of T-test Calculation of Accuracy………. 46
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APPENDIX 3 Instrument of Post-Test………. 56
APPENDIX 4 Accuracy and Complexity’s Measurement……….. .57
APPENDIX 5 RPP I (Kelas Experimen)……….. 58
APPENDIX 6 RPP I (Kelas Kontrol) ……….…. 65
APPENDIX 7 RPP II (Kelas Experimen) ………..……. .71
APPENDIX 8 RPP II (Kelas Kontrol) ………. 81
APPENDIX 9 RPP III (Kelas Experimen)……….. 91
APPENDIX 10 RPP III (Kelas Kontrol)………... ..96
APPENDIX 11 The Students’ Score……… ..100
APPENDIX 12 Sample of Blog………..104
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the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.
A.
Background of the Study
Writing is not easy to learn. According to Raymond in his book,
“Writing is not easy.”1
When students write, they write their ideas into words, sentences, and paragraphs. It needs hard thinking to produce it at the same time. Raymond said, “In writing, however, you need other ways to signal your meaning: punctuation, attention to word order, even the use of blank space.”2 Therefore, the students need hard thinking and some knowledge if they want to write something because writing is a specific skill. It needs practices to make it good and students have to get interested in reading because both writing and writing related to each other.
Writing is one of skills in English. Writing English for a foreign learner is difficult even for college students. As the writer experience, in speaking people can ignore the grammatical aspect, but not in writing, people must select the appropriate grammar and vocabulary to arrange the words. Some of the problems faced by students are that they are still confused in using the grammar because there is different systematic rule in Indonesian Language Writing. For example, “She is name Elis Solihah and I have twin
sister” it should be “Her name is Elis Solihah and I have twin sisters”.
It might not be easy for most students to share the ideas through writing since they find it involves transforming or reworking and also consuming not a little time. They also often find it is harder to write sentences in English language rather than to do it in Indonesian language since English
1
James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row Publisher, 1980), p. 2
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language differs a lot from their mother tongue from its structure, grammar, lexical meaning, phonology, and many more.
Besides, writing is a process that takes time. To create a good writing work is not an easy way. Before completing a final draft, a writer should pass some procedures, such as: pre-writing, outlining, developing outline, proofreading, revising, and final drafting (writing process).3It is can be
imagined, how hard teachers’ task in designing a good lesson plan is. They
must have a trick to make teaching and learning activities run well.
When teachers specify goals for students’ language production, they want them to use language correctly or accurately, and they also want them to develop accuracy and increase complexity in their language. Teacher needs to take account of various aspects of fluency, accuracy, and complexity in language production, and how to target these separately in teaching.
Furthermore, Kurrikulum KTSP is aimed to encourage students accuracy and complexity in writing. In addition, in KD (standard competency) 2.2 of English subject it is also said that, “Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.”4
Which means students are considered to be able to create a simple text written with accuracte, fluent, and accepted in daily life and access the knowledge or science in hortatory exposition text.
Based on the statement above, the writer believe that the teachers need to be able to provide appropriate techniques. There are many techniques that can be applied in teaching writing. One of the teaching strategies that can make the students motivated to learn English is using the suitable strategy such as storytelling, short story, drills or contextual teaching and learning method. Actually, the students do not have to memorize the pattern of
3
Purdue Owl, The Writing Process, 2015, (https://owl.english.purdue.edu).
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grammar or the changes of verb, but the students exactly applied the changes of the verb in written from such as writing on blog.
A blog is where many people post a message and other people can
comment on it. Because of a possibility to place “Comments” teachers can
consider a blog to be interactive. Blogs help us to improve our writing skills. If students start to write a blog, all of a sudden they get into the habit of improving their writing skills and style. The students may feel that they are going to be criticized if they make a mistake. This fear is a big step that will make them motivated for improving their accuracy and complexity in writing skills.5
Most people start blogging just for expressing their personal opinions. Later on some begin to take an interest in searching for various ways by which they can earn income from it. Gradually they start making income by implementing search engine optimization techniques combined with the usage of advertisements along with blog.6
The writer believed that writing on blog students were challenged to think about their accuracy and complexity in writing. Most of the blogging tools help students to easily share the contents with social media like Facebook, Twitter, Linkedln, Google Plus, Pinterest, Instagram, etc. The writer expects, will give motivation and give the passive students more opportunities to express their opinions and feeling. In writing blog students can remember or recall experience; it means that they will also remember that they have to use the past form to write their writing.
Another important feature of a blog is its easiness to update its content at any time students want. The only option available for an update was to publish another edition. It can be analyzed that the emergence of internet and the development of World Wide made a drastic change in the way an author can approach the whole process of writing.7
5
Brad Hill, Blogging for Dummies, (Canada: Wiley Publishing Inc, 2006) p.26
6
Ibid
7
Reji Stephenson, 25 advantages of blogging for inspiration, 2014, (Digitaldimensions4u.com)
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Based on the background above, the writer is interested in discussing this case under the title “The Effectiveness of Blog toward Students’ Accuracy and Complexity in Writing Narrative Text” (A Quasi Experimental Research at the Eleven Grade Students of SMA Daar El-Qolam Gintung, Jayanti, Tangerang Banten).
B.
Identification of the Problem
Based on the background of the study about the using blog to improve
students’ accuracy and complexity in writing narrative text, the writer
identified some conditions that promote the research problem there are: 1. The students have low motivation in learning narrative writing.
2. The students don’t have much opportunities to share their ideas or
opinions when discuss and learning English,
3. Traditional teaching method which focuses only on teacher’s
performance is not effective to encourage students’ autonomous learning demanded by the curriculum.
4. Students did not aware or know how to write with accuracy and complexity.
C.
Limitation of the problem
The writer limits the discussion on accuracy and complexity students in narrative writing through blog at eleven grade of SMA Daar El-Qolam Gintung, Jayanti, Tangerang, Banten. Is there any significant effect of blog toward students’ accuracy and complexity in writing narrative text? The writer
intends to know whether blog can help students’ accuracy and complexity in
writing narrative text.
D.
Formulation of the Problem
To make the study easier to be understood, the writer would like to formulate the problem as follow: “is blog effective toward students’ accuracy
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and complexity in writing narrative text at eleven grade of SMA Daar El-Qolam Excellent Class?”
E.
Objective of the Study
The objective of this study is to find out the effect of blog toward students’ accuracy and complexity in writing narrative text.
F.
Significance of the Study
The writer conducts this “The Effectiveness of Blog on Students’
Accuracy and Complexity in Writing Narrative Text” because the writer hopes that the result of the study will become useful information for English teachers in considering and choosing effective medium or activity in teaching writing to their students. The writer also hopes that this study will give the students a description of new media that can be useful in increasing their reading ability and their motivation in writing. In addition, for the writer, the result can be a proof whether using blog can improve students understanding or not.
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A.
Writing
Writing is the most complex skill among other language skills because in writing students need to think hard to produce some words, sentences, and paragraph at the same time.1 Not only do students need to think hard, but they also need to spell words in right spelling and properly punctuate the sentences. Therefore, the students have to master all aspects related to writing and its component, also do more practices if they want to be good writers.
According to Rogers, he said that writing is not language. Language is a complex system residing in people brains which allow people to produce and interpret utterances. Writing involves making an utterance visible.2
Betty said that learning to write well will improve the thinking skills –the ability to question, analyze, evaluate and make decision.3 As Betty said, that writing is a process discovery. When the students write they will discover their thoughts and ideas that lie in their mind.
Writing opens opportunities to learn. Learning to write well also improves our ability in organization skills.4 The consistency of learning to write well brings us to become more efficient in organizing our writing from the draft until editing process. The improvement of organizational skill of writing will enable us to select writing appropriately. By applying appropriate writing strategies, we can increase thoughts, draft more quickly, and develop ideas more effectively. Good organizational in developing ideas help us in expanding our writing and avoid us from blocking of writing.
1
James. C Raymond, Writing is an Unnatural Act (New York: Happer & Row, Publisher, 1980).p.1
2
Henry Rogers, op. cit., p.2
3
Betty M Dietsch, Reasoning and Writing Well: A Rhetoric, Research Guide, Reader,
and Handbook Fourth Edition (New York: McGraw Hill, 2006).p. 5
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Traditionally, the process of writing has been divided into four stages that can be observed.5 The first stage of writing is prewriting. Its purpose is to capture and preserve ideas. The second is drafting, while drafting the people will transform their ideas into sentences in a semi organized manner. The purpose of drafting is to let the people ideas develop, expand, and form connection. The third stage is revision, and the last is editing.
The general purpose of writing may be primarily to inform, to persuade, to express, or to entertain. The specific purpose involves responding to a certain need for writing.6 These general purposes are combined in various ways. For example, most writing is intended to inform, but it also has a secondary persuasive element to make sure the reader that it is factual and reliable.
Moreover, writing is a way of thinking; express the ideas in written form in order to create an act of communication between the writer and the reader. It is
a way to create information and images in a reader’s mind. Writing is an art of
impressing the thought, arguments or idea and information in the form of letters,
symbols, numbers, or word on paper. Raymond stated that, “Writing is a way of
remembering and a way of thinking as well. Writing is a tool for clear thinking, for sharpening our awareness of the realities around us, for solving problems and
shaping arguments.‖7
It means, through writing people can share their ideas and write down their arguments that can used for solving problems in their life. By writing any kinds of what come into mind, people can remember it well because writing makes things permanent in the written form. Writing can improve the quality of their life.
To sum up, writing has an important part in daily life. It is not a simple process as we invert our palms in a crack. It needs a sincerity effort to produce a clear, readable and good writing. Writing also demands competence in organizing and generating the ideas before begins to write. It opens the opportunities to learn about the target language closely since we try to write in target language. Thus, to
5
Ibid.p. 11
6
Ibid.p. 7
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be a professional writer, the writer should follow some activities from doing the stage of writing process until keeping time to practice it continually.
1.
Understanding of Narrative Text
Narrative or, it is also called narration, is a text that tells a story.8This is one genre to tell a simple story in the past. The story serves moments and some actions in a particular time make narrative can be called dynamic. Its character must have sequence events so it seems chronological order. The story sometimes has plot flash back to interest readers in this genre. A story tells a fiction story or a real event as long as it contains generic structures of a narrative text. Some types that are commonly told narrative are: history, biography, autobiography and news stories. The objective of narrative text is to amuse the readers all about how the story influences in interesting and in giving motivation to write. It is significant to the students to take some ideas to start to write easily by using narrative text.
In addition, the readers also are able to learn moral value or lesson from stories they read.9The main characteristic of a narrative story is that the story contains conflict, crisis, or problem faced by its character. Then, at the end of the story the character could solve the problem—that part is named resolution. It can be concluded that as one of some kinds of texts, narrative text tells stories in which the readers are able to get enjoyment, moral value, or eagerness. This is very important for the students to be open-minded knowing other perspective of the world through problematic-experience of stories.10Therefore, teachers can involve their students to recall their past experience to tell at classroom. The stories will be very interesting and really amusing in that the students are not bored.
8
Thomas E. Kakonis & John Scally, Writing in an Age of Technology, (London: Collier Macmillan Publisher, 1978), p. 105.
9
Pardiyono, PastiBisa! Teaching Genre-based Writing, (Yogyakarta: PenerbitAndi, 2007), p. 93.
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2.
Generic Structure of Narrative Text
There are steps for constructing a narrative text, such as: a. Orientation
In this paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on.
b. Complication
This is the part of the story where the narrator tells about something that will begin in a chain of events. These events will affect one or more of the characters. The complication is the trigger.
c. Sequence of event
This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator’s point of view.
d. Resolution
In this part of the narrative the complication is sorted out or problem is solved.
e. Coda
The narrator includes a coda if there is a moral or message to be learned from the story.11
3.
Grammatical Features of Narrative Text
Narrative usually includes the following grammatical features: a. Nouns that identify the specific characters and places in the story. b. Adjectives that provides accurate description of the characters and
setting.
c. Verbs that show the actions that occur in the story.
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d. Time words that connect events, telling when they occurred.
B. Aspect of Language Proficiency
Skehan and Robinson said that there are many dimensions to language proficiency such as fluency, accuracy and complexity. The fluency, accuracy and complexity are theorized to have independent statue in language performance of learner. Accuracy, fluency and complexity have different goals at different times when performing in language of learner.12
The three aspects of learner performance can be seen as constituting a language proficiency of learner. That is, it is assumed that a proficient speaker will be able to perform tasks fluently and accurately, using complex language.
1.
Fluency
Skehan and Foster defined the fluency is the capacity to use language in real time, to ensure meanings, possibly drawing on more lexicalized systems.13 It means that fluency is concerned with the capacity of learner to produce language in real time without any pauses or hesitations. Fluency is measured in different ways, such as speech rate, length of the run, pause length, false starts repetitions, and reformulating.
Fluency has been given around attention and it may be the term with the most varied definitions in writing research. This variance in defining writing fluency reflects the different ways researchers conceptualize it. As Bruton and Kirby put it on Latif article:
The word fluency crops up often in discussions of written composition and
holds an ambiguous position in theory and in practice…Written fluency is
not easily explained, apparently, even when researchers rely on simple, traditional measures such as composing rate. Yet, when any of these researchers referred to the term fluency, they did so as though the term were already widely understood and not in need of any further explication.14
12
Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
13
Ibid,.
14
M.M Abdel Latif, What Do We Mean by Writing Fluency? Proposing a new measure for assessing fluent written language production, Institute of Educational Studies, Cairo
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In productive language, this can be simply a measure of how many connected words a person can say or write in a given time. Fluency measures may also take into account the number of hesitations, self-corrections, repetitions, and space fillers like ‗um’. A person may speak
quite slowly but be very fluent because none of these ‗interruptions’
occur.15
Fluency concerns on the capacity of learner to bring an interlanguage (IL) system to communicate meanings in real time. The learner can produce the language in real time without pausing or hesitation, or not. It depends on more lexicalized modes of communication, like the pressures of real-time speech production are met only by avoiding excessive rule-based computation.16 So, focus on fluency emphasizes the capacity of learner to engage in real time processing and to produce language at a speed and with a flow more similar to that of a native speaker.
The various definitions proposed for writing fluency may have resulted from the different indicators used for measuring it. Many L1/L2 writing process studies measured writing fluency in terms of the composing rate, i.e. the number of words written per minute obtained through dividing the text quantity by the time spent writing. Other reported measures of writing fluency include holistic scoring of the text, number of words and t-units, number of correctly spelled words written, number of sentences written, and number of letter sequences.
As defined by W. Hunt, the t-unit, or minimal terminable unit of language, was intended to measure the smallest word group that could be considered a grammatical sentence, regardless of how it was punctuated. Research suggests that the length of a t-unit may be used as an index of
15
Ministry of Education, Language Enhancing the Achievement of Pasifika, Fluency,
Accuracy, and Complexity in language, 2003, p. 24,
(http://leap.tki.org.nz/Fluency-accuracy-and-complexity-in-language).
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syntactic complexity.17 Of all these indicators, the composing rate has been the most frequently used one for assessing fluency of writer. It may be argued that the validity of the composing rate and the above product-based indicators of writing fluency is questionable.18
2.
Accuracy
Skehan and Foster defined the accuracy is the ability to avoid error in performance, possibly reflecting higher levels of control in the language as well as a conservative orientation, that is, avoidance of challenging structures that might provoke error.19 This relates to the number of mistakes a speaker (or writer) makes, and to whether they use the forms that are expected for the type of text being produced.
Accuracy will be measured by calculating the number of grammatical errors per total number of t-units. In order to measure the aspect of accuracy in writing performance of participant, the researcher counted the number of errors in every 100 words. This would indicate how learners were accurate in their writing performance.
Richard in his book, he stated that the ability to do the following kinds of things in accuracy language teachers need to know and be effective classroom practitioners and language teaching professionals; that are20to comprehend texts accurately to provide good language model to maintain use of the target language in the classroom, to maintain fluent use of the target, to provide example of words and grammatical structures and give accurate explanations (e.g., of vocabulary and language points), to use appropriate classroom language, to monitor his or her own speech and writing for accuracy.
Accuracy relates to a learner belief in norms, and to performance which is native-like through its rule-governed nature. It is concerned with a learner
17
Richard Nordquist, Grammar and Composition Expert, 2015, p. 2, (http://grammar.about.com/od/tz/g/T-Unit.htm)
18
M.M Abdel Latif. loc.cit.
19
Rod Ellis. loc. cit.
20
Jack Richard, Competence and Performance in Language Teaching, Journal of
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capacity to handle whatever level of IL complexity he has currently attained.21 It means that language produced well in relation to the rule system of the target language is focus on accuracy implies a greater level of control, and perhaps with this more conservatism in the approach to communication, with the learner possibly avoiding more demanding language forms in order that error can be avoided.
Developing structural accuracy in speaking is a process that should be accompanied by classroom activities which are guaranteed involving pupils in contributing to the activity from the earliest stage, even when their contributions may be largely inaccurate.22 Nothing will motivate pupils more than the achievement of communication even if it is accompanied by means of making a point. It is important, however, that accuracy is reinforced frequently without putting pupils off communicating. Writing, therefore, becomes most important in the reinforcement of aspects of structure such as sequencing and tenses. Writing and speaking, as a result, are mutually supportive learning activities.
Developing structural accuracy is particularly important in writing tasks because the pupil has time to work on written text with the objective of producing a perfect final version. The teacher must use a variety of means to make pupils aware of the importance of both accuracy and orthography (handwriting) in their written work. Accuracy will automatically be reinforced through comment and feedback from the teacher. It is advisable, however, to encourage pupils to identify and correct their own mistakes by drawing attention to them but not immediately providing the correct answer. The more a language learner, of any age, is encouraged to work at a problem such as a vocabulary item, or a structural/grammatical inaccuracy, the more he/she will retain the information and apply it in the future.23
21
Viareggio, loc. cit.
22
Integrate Ireland Language and Training, The Productive Skills Speaking and Writing,
English as a Second Language, IILT, 2004, p.4
23
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3.
Complexity
Skehan and Forrest defined the complexity is the capacity to use more advanced language, with the possibility that such language may not be controlled so effectively. This may also involve a greater willingness to take risks, and use fewer controlled language subsystems. This area is also taken to correlate with a greater likelihood of restructuring, that is, change and development in the IL system.24 It has a relation with aspects for instance the totals of different words from students take to write. It refers the size of their vocabulary, the various and complexity of using structure or grammatical, and also the complexity of students’ sentences in the texts. Generally, most of the expert measures complexity through a relationship of how much subordination per t-units or c- units.
The formal definition of a c-unit refers “an independent clause with its modifiers. It includes one main clause with all sub ordinate clauses attached to it. It cannot be further divided without the disappearance of its essential meaning.25 Research suggests that the length of a t-unit may be used as an index of syntactic complexity. To measure the aspect of complexity, the t-unit was selected as the rating scale. The raters were supposed to count every clause which was attached to a t-unit (an independent clause). Complexity is measured by calculating the number of content words (nouns, verbs, adjectives and adverbs) per total number of t-units.
Complexity and its attendant process of restructuring related to the stage and elaboration of the underlying inter language system.26 It focuses on
complexity emphasizes the learner’s capacity to use ‗cutting edge’ language,
and to try to use the target language in the most advanced way.
Granfeldt observed more errors and vocabularies diversity in writing than in speaking. In the same time, Granfeldt tried to detect some mistakes from
students’s writing by looking their assessment of less grammatical and
24
Rod Ellis, loc. cit.
25
SALT Software LLC, Segmenting Utterance into C-Unit,
(http://cdswebserver.med.buffalo.edu/drupal/files/C%20unit%20 Segmentation.pdf)
26
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complexity in writing than in speaking. Kuiken and Vedder also noticed that the students made more errors in writing than in speaking, and that they scored (slightly) higher on lexical variation in writing.27
Assessing complexity of a written language, compares to of a spoken language, is usually performed by counting the number of longer clauses and subordinators.
C.
Using Blog to Improve Writing
Social media websites have made people interacted drastically in the 21st century.28 Many people write in social media for sharing their ideas or opinion and also about what they feel. Writing a blog about something meaningful, and they are interested in, it will inspire them to write more, and write better.
In massive all people certainly know or understand about Weblogs (blogs). But many of them cannot really understand what the purpose of the weblog or what the weblog is. To make or to create a blog is not simple as we e looked millions people have already started weblog and millions of them do not understand to start. Hence, the researcher can say that weblog is easy to do but it should have some right direction to make an improvement.
A blog is a Web site. Web sites and Weblogs are not different creatures. To be clear, a Weblog is a type of Website. Then, all Weblogs are Web sites, but not all Web sites are Weblogs. A weblog is different from other Web sites because of specialized software running in the background. Many of the use of blogs from online diaries to amateur news sites, from professional diaries to fiction.29
Generally bloggers update their content everyday or several times during the day even weekly updates result in a fresher Web site than most non blog personal sites. When given the opportunity to self-publish on a daily basis, most blogger reach into their own lives for content. Many blogs are like personal,
27
Folkert Kuiken and Ineke Vedder, Task Complexity and Linguistic Performance in L2
Writing and Speaking: The Effect of Mode, University of Amsterdam, p.10
28
Morris, How Blogging Can Improve Pupils’ Writing Skills and More, 2013, (http://www.learnerjourney.com/blog/2013/05/09/how-blogging-can-improve-pupils-writing-skills-and-more/).
29
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public diaries. Every new page created by the blogger is stamped with the date and time that it is added, supporting the idea that Weblogs are online diaries.
Students have taken to blogging and social networking in a big way. Like many Internet services adopted by the youth market, blogging has come under the gun of concerned parents that can minimize the dangers of posting personal information online. Some social networking services give big attract to numbers of kids. These sites become hangout spots for students when they feel bored. They put up pages, write blog entries, post photos, instant message each other, and in other ways have a fine time frolicking in the Internet playground.30
Before start to write that will appeared to online, it was important to establish the rules and with the safety of the students.31When the students start to write on weblog, all of them should turn on their computer in online or maybe using wifi to connect weblog. Hence, this activity gave students opportunities to work and read together.
A blog can be used as a journal to reflect a topic, for writing practice, or as free-form templates for personal expression. It can be used like a bulletin board for students to post messages, images and links related to classroom discussion topics. Learners could engage in research projects or create an online resource for others.
In the digital age, social media has changed the way that children speak with each other. Instagram, Twitter and Facebook offer spaces for short status updates and pictures of the world they see. Writing and publishing have become immediate and public.32 Students no longer have to write only for an audience of one. From their cell phones, they can write blog posts to share with an authentic global audience whenever they want from wherever they want. We need to capitalize on the public spaces they already inhabit and show them how to be effective in those spaces. Those skills will carry over into their academic writing.
30
Ibid, p.46
31
Sarah Prentice, Improving Writing through Blogging,
(http://www.nate.org.uk/cmsfiles/classroom/18/NATE%20Classroom%2018%2024-26.pdf)
32
Starr Sackstein, Blogging can Improve Students’ Writing, 2014, (http://www.uft.org/teacher-teacher/blogging-can-improve-students-writing)
(30)
Encouraging the use of a public space to develop the subtle intricacies of writing empowers our novice writers. Our job now needs to be to hone their unique voices
and inspire deep levels of reflection on our students’ terms, not just ours.33
In another study, Castaneda article he analyzed the relationship between the blog of a Somali immigrant and the development of his academic writing. In this analysis, Castaneda stated that the student progressed in the development of rhetorical strategies, however; there was less evidence that blogs helped with aspects of his writing such as grammatical control. The report revealed that students perceived they had improved their cultural knowledge and reading comprehension due to blogging.34
Blog can offer opportunities for students to develop their communications skills through meaningful writing experiences. Blog project not only motivates students to write, but motivate them to write well. These steps help students have successful writing experiences:35
1. Choose a Purpose; the teacher decided what want students to write about. The teacher should choose any focus that supports students learning—but make it specific and stick with it. This clear focus is crucial, especially your first time around, and especially with younger students.
2. Decide on a format and an online platform. The teacher could opt for one class blog for all of your students' work. In this case, you'll be in charge of gathering student writing and posting it for them.
3. Prepare and practice; the teacher structure his/ her blogging project and prepare students to understand the fact that others (classmates or, if the blog is public, anyone on the web) will read their work. This opportunity generates a great deal of excitement and motivation, but also requires a great deal of responsibility on students' parts. The
33
Ibid
34
Daniel A. Castaneda, Teaching and Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study, Journal IAALT, 2011, pp. 1-26
35
Ben Curran, How Blogging can Improve Students Writing, 2012, (http://www.edweek.org/tm/articles/2012/11/28/tln_curran.html)
(31)
teacher also remind the students that blogs offer readers a chance to see their best work—work that has been drafted, edited, and revised. Leaving comments and responding to them are important parts of the blogging experience, so the teacher should be sure to practice this kind of dialogue.
4. Take it public; Receive comments from readers outside of the classroom can be a powerful experience for students.
D.
Relevant Studies
Some students of university had conducted the similar research about teaching writing using blog. Daniel A Castaneda, Terence C Ahern, Sebastian R
Diaz had conducted the research by the title “Teaching & Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study‖.36 This study investigated the influence of asynchronous computer text based technologies on the students’ performance when learning the preterite and the imperfect aspects in Spanish. The study was conducted in two classes with a total of 52 undergraduate students of intermediate Spanish 2 taught by one of the researchers at the Department of Foreign Languages in a major Mid-Atlantic University. There were originally 27 students in the blog group and 25 in the wiki group. The pre-test and post-test measured the students’ learning performance with regards to the target structure. This test had a recognition (reading) and production (written) component. The participants were provided with a text that described a famous fairy tale. The story was entirely in Spanish and each verb was inflected in the preterite and imperfect form. These verbs were in parentheses and the participants had to recognize the appropriate form of the verb. For the production component, the participants were asked to write a fairy tale they were familiar with using the preterite and imperfect in narrative discourse. This test was administered to each student individually by an instructor other than the researchers before and after the intervention. The results indicated that there were not significant differences between students who
36
Daniel A. Castaneda, Terence C. Ahern and Sebastián R. Díaz, Teaching & Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study, The IAALT Journal, 2011, pp. 1-26
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used blog or wiki technologies on performance levels when controlling for pre-existing knowledge. Results also indicated that there were not significant differences in satisfaction levels between those students using a wiki and those using a blog. These results suggest that wikis and blogs were good potential tools that may facilitate the teaching and learning of problematic grammar structures in a narrative context.
The next previous study that the writer found is “The Effectiveness of
Using Blog to Improve Students’ Ability in Writing Recount Text‖37
conducted by Intan Kusumawardhani. This study aimed to know the effectiveness of using
weblog to improve students’ ability in writing recount texts. The population in this study is Grade VIII students of junior high school. The samples were two classes of Grade VIII at SMP Negeri 5 Malang. They were classes 8.1 and 8.2. These classes were chosen by the school principal randomly. This study used quasi-experimental method employing the pre and posttests to the quasi-experimental and control groups. The researcher manipulated the experimental group by using a particular treatment which was the use of weblog, while the control group did not use it. Finally, the researcher measured the dependent variables’ effect after the treatments were completely given by using statistical analysis. The data were analyzed using ANCOVA and the result showed that the mean difference of both scores was at .004 less than the level of significance of .05 which meant that the null hypothesis was rejected. Therefore, weblog was effective to improve
students’ ability in writing recount texts.
The last previous study that the writer found is “Blogging a Journal:
Chancing Students’ Writing Skills and Perception‖38 was conducted by Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang. This article investigates the effects of blogging as an approach to journal writing in the EFL writing classroom by means of a 16-week comparative experiment involving two groups
37Intan Kusumawardhani, “The Effectiveness of Using Blog to Improve Students’ Ability
in Writing Recount Text”, the Skripsi on State University of Malang, pp. 1-9, unpublished
38
Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang, Blogging a Journal: Chancing Students’ Writing Skills and Perception,ELT Journal Advance Access, June 24, 2014, pp. 1-10
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of EFL college students. The experimental group (EG) was required to blog daily while the control group (CG) was asked to do so using traditional pen-and-paper methods. The writing performance and general attitudes to and perceptions of journal writing in both groups were evaluated through a writing test and a semi-structured survey. The research results show that blogging a journal helped the students to achieve a greater improvement in their writing than did the regular pen and- paper treatment. Additionally, although both groups developed similar learning attitudes in general, the EG experienced significantly less anxiety in writing than the CG did. This suggests that the blogging approach is an effective approach for students in developing both writing skills and learning attitudes.
Comparing with the first study, the similarities between all relevant studies and this research are the variable about teaching writing, the method of the research which include in quasi experimental study, and the purpose of the research is to see the effectiveness of using blog in teaching writing. In contrast, the difference is the population, and the sample of the study. In the first study concern on using blog and using wiki and this study concern on using blog only. Next, the similarity with the second study is the variable of using blog, the method of study that using quasi experimental study; the difference is the variable on
students’ recount text, the population and the sample of study. When the writer compares with the third study, the similarity is the media of using blog and the method of study; the difference are the kind of writing, the population and the sample of the study.
E.
Thinking Framework
When students write, they need to think hard to produce some words, sentences, and paragraph at the same time. Not only do students need to think hard, but they also need to spell words in right spelling and properly punctuate the sentences. Therefore, the students have to master all aspects related to writing and its component, also do more practices if they want to be good writers. Some of the problems faced by students are that they are still confused in using the grammar because there is less systematic rule in Indonesian Language Writing.
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Blog is very highly recommended in teaching writing. There are many advantages using the blog such as the students write blog about something meaningful, and that they are interested in, will inspire them to write more, and write better. They are trained to master an accuracy and complexity in writing skill through using blog. Teaching writing by only giving a topic or theme and giving a theory about writing without any treatment is the old method which causes the students lazy to improve their grammatical or accuracy and complexity in writing. By using blog, students will be more active and improve their critical thinking.
Hence, the use of blog can encourage students actively participate in the class. Besides, the students can learn by teamwork to accomplish their writing task when they have difficulties of grammar in writing. Furthermore, the
technique will effect the students’ accuracy and complexity in narrative writing text and the most important thing is the students are more interested in writing of text if the teacher uses this technique in the class.
In conclusion, blog is needed to increase students’ accuracy and complexity in narrative writing text. These steps help students have successful writing experiences by using blog: choose a purpose, decide on a format and an online platform, prepare and practice and the last take it public.
F.
Research Hypotheses
The writer determined the hypotheses as follow:
The Alternative Hypotheses (Ha): the use of blog is effective to students’ accuracy and complexity in writing.
The Null Hypotheses (Ho): the use of blog is not effective to students’
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23
the time, population and sample, research instrument including validity of the instrument, technique of data collection, technique of data analyzing including the test of normality and homogeneity and test of hypothesis, and statistical hypothesis.
A.
Place and Time of the Research
This study was conducted at SMA Daar El-Qolam Gintung Jayanti Tangerang which located at Jalan Raya Serang KM. 35 Desa Pasir Gintung, Jayanti Tangerang, Banten 15610. The research was conducted from November 2014 to Maret 2015.
B.
Method and Research Design
The research method used in this research was a quantitative method, namely quasi-experiment. The reason why the writer used experiment method was because the writer only wanted to know whether an idea (test or procedure) as independent variable affects an outcome or dependent variables.1 Particularly in this research, the writer wanted to know whether using blog affect students’ outcome namely, their accuracy and complexity in writing.
In quasi experimental research, the writer did not give a random assignment as in the true experimental research because randomly assigning will disrupt the classroom learning.2 There were at least two variables in this research, namely independent variable and dependent variables. Independent in this research was referred to as experimental variable (the treatment). The writer would have two groups as a control class which did not receive treatment and as an experiment class which received treatment. The research would have pre-test and post-test to
1
John W. Creswell, Educational Research Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (New Jersey: Pearson Education, Inc.,2008), p 299.
2
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measures whether blog was effective towards accuracy and complexity in writing.
The design of the study assigned the participants with pre- and posttest design followed the pattern at Table 3.1, as follows:
Figure 3.1 The Diagram of Experimental
There was a different treatment between experimental and controlled class. In experimental class, students would have been treated by certain treatment, - by using blog to students accuracy and complexity in writing – whereas in controlled class students taught without using blog.
C.
Population and Sample
The population of research was the students of SMA (Islamic Boarding School) Daar El-Qolam Tangerang. The sample was XI grade students. The writer took two classes (XI IPA A and XI IPA B) as the object of the study. The XI IPA A class was as an experimental class, while the XI IPA B was as a control class. Each class had 20 students, so the total numbers were 40 students. The writer gave treatment accuracy and complexity in writing with blog in class XI IPA A as experiment class and write without blog in class XI IPA B as a control class.
Target Population
Selection Random
Asignment ent
Pre-test Experiment
Class
Pre-test Controlled
Class
Treatment
No Treatment (X) Post-test
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Sample is a selected group of subjects for a study where the individuals represent the larger group.3 The strategy of sampling was Non-probability Sampling; it means that this kind of sampling does not equally give the opportunity for every population to be selected as the sample.4 The technique of the sample was total sampling; where all population became the main sample. The sample of this research was; the A class with 20 students as the experimental class and B class with 20 students as controlled class.
D.
Instrument of The Study
The instrument that used for collecting the data was test, exactly a written test. It was divided into two tests, pre-test and post-test. A pre-test was given to the students before the treatments and post-test was given after treatment. The test was a subjective test which asked the students to write in form of paragraph. The topic of the writing task was about “ Study at Pesantren”. In pretest the writer asked students to write at least 150 words into paragraph their arguments and opinions about their best moment when they study at Pesantren, write with complex, compound and compound complex sentences. The prompt was
“Describe your best moment when studying at Pesantren. Write in at least 150
words and make sure you use in complex, compound and compound complex
sentences in your writing.” The writer expected students will write text with
complexity and accuracy.
While in posttest the writer asked students to write at least 150 words into paragraph. The topic of the posttest is about sex education for teenager. The
prompt was “Describe your opinion about sex education for teenager. Write in at
least 150 words and make sure you use in complex, compound and compound
complex sentences in your writing.” Finally the writer will see the students’
grammatical errors and number of subordination in writing.
3
L. R. Gay, Educational Research: Competencies for Analysis and Application, Third
Edition, (Colombus, Ohio: Merril Publishing Company, 1987),p. 101
4
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung: Alfabeta, 2010), p. 117
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Validity and Reliability of the Instrument
An instrument which is going to be tested to students should have validity. Heaton defined the validity as “the extent to which it measures it is supposed
to measure”.5
The test used as the instruments of this research are based on the
content of English syllabus, “Memahami makna dalam teks tulis fungsional
pendek dan berbentuk narrative, spoof dan hortatory exposition dalam
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan”. The
students should attain those objectives of learning narrative and hortatory exposition, therefore, to construct the test or instrument and the objective can be reached, it should be guided on its content and it is known as content validity.
Content validity is a kind of validity that depends on the analysis of the language which is being tested and the course objective.6 Before conducting the test, the writer did the consultation to the advisor about the instrument in order to make it is compatible and appropriate with the syllabus. The instrument of this research has to be appropriate with the objective of learning writing narrative and hortatory exposition with accuracy and complexity itself, the indicator of learning narrative text and hortatory exposition and instruction given to students so that there is the appropriateness with the content of the syllabus and the writing material which is tested to the students and the objective of teaching and learning can be achieved.
In addition, to obtain reliability of the instrument the researcher used Sara Cushing Weigle’s for complexity and Rod Ellis’s measure for accuracy. Sara Weigle scored the complexity in writing by counting the number of longer clauses and subordinators, while Rod Ellis scored the accuracy in writing by calculating the number of grammatical errors per total number of t-units.
5
J.B. Heaton, Writing English Language Test, (New York: Longman inc., 1988), p. 159
6
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E.
Technique of Collecting the Data
In collecting the data, the writer used a written test as the primary instrument. There are two types of tests; pretest and posttest. Pretest is a measure that the researcher assesses for the participant in an experiment before receive a treatment. Posttest is a measure that the researcher assesses for the participants after receive a treatment.7
The design used in this quantitative research was a quasi-experimental study which involved two classes (experimental class and controlled class). This kind of study allows the researcher to look at the effect of at least one independent variable and one or more dependent variables. Independent variable in experimental research is also frequently referred to the experimental or the treatment variable. In this research, the researcher wanted to see whether the treatment made a difference or not. As the final, the result of pre-test and 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 accuracy and complexity in writing. The pre-test was written test which they must write about Study at Pesantren.
2. Treatment
The writer taught Hortatory Exposition and it was included the language feature that were compound and complex or compound complex sentence in the experimental class and controlled class. She gave both classes the same materials but with different media or technique in doing some assignments. The writer held four times for doing treatment in experimental class and four times in controlled class. The experimental class students used blog in study hortatory exposition include compound and complex sentence in writing which they had to write, upload, give comments, and interact with the teacher
7
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and the other students. Meanwhile, the controlled class students only wrote and gave feedback or comments in their book or whiteboard and interacted with the teachers and students only in the classroom.
3. Post-test
The post-test was done by using the same text and topic. The texts used for post-test was about Sex Education for Teenager. The prompt was
“Describe your opinion about sex education for teenager. Write in at least
150 words and make sure you use in complex, compound and compound complex sentences in your writing.”After the post-test was conducted, the researcher gave the score of test and post-test score. The results of pre-test and post-pre-test was collected and compared to know the effectiveness of using blog on students’ accuracy and complexity in writing.
F.
Data Analysis Technique
The complexity in writing is scored with counting the number of longer clauses and subordinators.8 The researcher assessed and looked the complexity in writing by relating how much subordination is used per t-units or c- units. It includes one main clause with all sub ordinate clauses attached to it. It cannot be further divided without the disappearance of its essential meaning. To measure the aspect of complexity, the t-unit was selected as the rating scale. The raters were supposed to count every clause which was attached to a t-unit (an independent clause).
So, the accuracy in writing will be scored by calculating the number of grammatical errors per total number of t-units.9 In order to measure the aspect of accuracy in writing performance of participant, the researcher counted the number of grammar errors in every 100 words. This would indicate how learners were accurate in their writing performance.
8
Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, (Cambridge: Cambridge University Press, 2002), p.16
9
Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
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After getting score of pre-test and post-test, the next thing to do is analyze data. However, before analyzing the data by using t-test formulation, the researcher did a test of normality and a test of homogeneity.
1.
Test of Normality and Test of Homogeneity
Test of normality and homogeneity in this research were conducted through SPSS (Special Package for the Social Sciences) 20 version. Test of normality was conducted in order to know whether the distribution from the two classes were normal or not. The test of normality was using Kolmogorov-Smirnov and Shapiro-Wilk table. Sig. score in Kolmogorov-Kolmogorov-Smirnov and Shapiro-Wilk table should be above 0.05 in order to have normal distribution data.
In similar to the test of normality, the test of homogeneity in this research was also conducted through SPSS 20. Test of homogeneity was conducted to know whether the data from two classes had the same or different variant. The test of homogeneity was using Levene table. Sig. score in Levene table should be above 0.05 in order to have homogeny distribution data. These two kind of tests are conducted to pre-test score and post-test score. To compute data, the steps are needed as follows.
a. Open SPSS program
b. Go to variable view and fill in the columns as follows.
a) Name: write Class in first row. This is to indicate and differentiate between experimental class and controlled class. Write score in second row.
b) Typecolumn was numeric
c) Width column is filled 8
d) Decimal change this row from 2 to 0
e) Label column was left blank
f) Value column none
g) Missing column is none
h) Columns is 8
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j) Measure column was unknown
k) Role column is filled with input
In calculating homogeneity and normality, column name and column decimal are needed to pay attention to.
c. Click data view, in score column, compute 1 as the symbol of experimental class and 2 as the symbol of controlled class.
d. In score column, compute score of each class e. Click analyze >> data descriptive >> explore
f. Put score variable in dependent list, while class variable in factor list
g. Click plots >> tick histogram, normality plots with test and power estimation
h. Click continue i. Click Ok
j. Data of normality and homogeneity would appear in a box. Here are the examples of data served in table.
Tests of Normality
class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score 1 .145 34 .067 .946 34 .094
a. Lilliefors Significance Correction
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
score
Based on Mean .057 1 66 .811
Based on Median .058 1 66 .810
Based on Median and with
adjusted df .058 1 65.840 .810
Based on trimmed mean .056 1 66 .814
In test of normality, sig. score is needed to be above 0.05 to be considered that data is normal distributed. Meanwhile in test of homogeneity, sig. score in
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based on mean column is needed to be above 0.05 to be considered that data is homogeny.
2.
Test of Hypothesis
To find out the differences score in using blog on accuracy and complexity in writing, the writer used test and post-test. After getting data from pre-test and post-pre-test, they were analyzed by using SPSS 20. After getting the result that the data were both homogeny and normal, t-test could be conducted through Paired-Samples t-test. Paired-Samples t-test was used because it was a pre-post design test to know whether the different mean from two subjects that were accuracy and complexity in both experimental class and controlled class was meant between two ratio-scale classes. To compute data, the steps were needed as follow.
a. Open SPSS program
b. Go to variable view and fill in the columns as follows.
a) Name: write pre-test in first row and post test in second row, write pre test again in third row so post test in forth row. These are to indicate and differentiate between experimental class and controlled class from one subject.
b) Type column was numeric
c) Width column is filled 8
d) Label column was left blank
e) Value column none
f) Missing column is none
g) Columns is 8
h) Align column is right
i) Measure column was unknown
j) Role column is filled with input
In calculating homogeneity and normality, column name and column decimal are needed to pay attention to.
c. Click data view, in score columns, compute 1 and 2 as the symbol of experimental class and 3 and 4 as the symbol of controlled class.
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d. In score column, compute score of each class
e. Click analyze >> compare means >> Paired-sample t-test f. Put score in test variable, and class in grouping variable g. Click define groups >>use specified values
h. Fill group 1 with 1, and group 2, with 2 >> click continue i. Click ok.
Based on boxes above, it showed that mean of experimental class was 6.75 while mean of controlled class was 11.00. Ha was accepted if sig. 2 tailed was smaller than 0.05, while H0 was accepted if sig 2.tailed was bigger than 0.05
Paired Samples Test
Paired Differences t df Sig. (2-tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
precomp -
postcomp -4.25000 5.95487 1.33155 -7.03697 -1.46303 -3.192 19 .005
precom -
postcom -9.05000 8.66010 1.93646
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G.
Statistical Hypothesis
The statistical hypotheses of this research are:
1. H0 = X1< X2 ( the mean score of the experimental class post-test is smaller than the mean score of the controlled class post-test; there is
not a positive effect of using blog on students’ accuracy and
complexity in writing).
2. Ha = X1> X2 ( the mean score of the experimental class post-test is
bigger than the mean score of the controlled class post-test; there is a positive effect of using blog on students’ accuracy and complexity in writing ).
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34 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents the data description which consists of the score of pre-test and post-pre-test of the experimental class and the controlled class for complexity and accuracy. Furthermore, the description will be followed by the discussion of the research finding.
A.
Data Description
In the following description, it would be presented research finding. The
finding was obtained from students’ pre-test and post-test score. But, the
scores are divided by students’ complexity and accuracy.
1.
Complexity
The complexity in writing is scored by counting the number of longer clauses and subordinators.1 The example below how the writer counted the number of subordinate to get the complexity score;
“because it is expensive.” This is counted one subordinate
clause.
a.
Complexity in Experimental Class
The experimental class in this research was a class of students in XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of 20 students.
Based on the test given to experimental class, the complexity pre-test mean score (X) was 5.80. In addition, the lowest score in pre-pre-test was 1, while the highest score in pre-test was 11. After the treatment, which was using blog in writing, mean score (X) of students was increased to 14.85. In addition, the lowest score in post-test was 4, while the highest score in post-test was 29. The finding showed that
students’ post test scores were higher than students’ pre-test score. The
1
Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, (Cambridge: Cambridge University Press, 2002), p.16
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range between pre-test mean score and post-test mean score was 9.05 points. It meant that the increasing score between pre-test and post-test for complexity was quiet significant. The pre-test and the post test score of the students can be seen in table 4.1
Table 4.1 The Summary Table of Complexity Pre-test and Post test Experimental Class
Pre-test Post test
Mean 5,80 14,85
Median 5,00 14,00
Modus 4 21
Minimum 1 4
Maximum 11 29
Sum 116 298
b.
Complexity in Controlled Class
The experimental class in this research was a class of students in XI IPA B at SMA Daar El-Qolam Tangerang. This class consisted of 20 students.
Based on the test given to controlled class, the complexity of pre-test mean score (X) was 6,70. In addition, the lowest score in pre-pre-test was 3, while the highest score in pre-test was 11. In controlled class, even though students learned to write without using blog, mean score (X) of students was increased to 11.00. The lowest score in post-test was 4, while the highest score in post-test was 20. The finding showed
that students’ post test scores were higher than students’ pre-test score.
The range between pre-test mean score and post-test mean score was 4.3 points. It meant that the increasing point between pre-test and post-test was not significant and the increasing point of controlled class is lower than the increasing point of experimental class. The pre-test and the post test score of the students can be seen in table 4.2
(48)
Table 4.2 The Summary Table of Complexity in Controlled Class
In order to provide more detailed data of result in this study, the
summary box plot below contained students’ pre-test and post test score in
experimental class and controlled class for complexity.
Table 4.3 Box Plot of Pre Test of Complexity
Number 1 was experimental class and number 2 was controlled class.
Controlled Class Pre-test Post-test
Mean 6,70 11,00
Median 6,50 10,50
Modus 6 17
Minimum 3 4
Maximum 11 20
(49)
Table 4.4 Box Plot of Post Test of Complexity
Number 1 was experimental class and number 2 was controlled class.
2.
Accuracy
The accuracy in writing will be scored by calculating the number of grammatical errors per total number of t-units.2 Then the researcher counted the number of grammar errors in 100 words. The example below how the writer counted the number of grammar error to get the accuracy score;
Now that the semester is over, I’m going to rest a few days and
then take a trip. This is counted as one grammar.
Because I felt so sleepy, I went to bed earlier. This is counted as one grammar.
I went swimming although the weather is cold. This is counted as one grammar.
2
Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
(50)
a.
Accuracy in Experimental Class
The experimental class in this research was a class of students in XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of 20 students.
Based on the test given to experimental class, the accuracy pre-test mean score (X) was 4.80. In addition, the lowest score in pre-test was 0, while the highest score in pre-test was 9. After the treatment, which was using blog in writing, mean score (X) of students was increased to 15.75. In addition, the lowest score in post-test was 2, while the highest score in post-test was 26. The finding showed that students’
post test scores were higher than students’ pre-test score. The range
between pre-test mean score and post-test mean score was 10,95 points. It meant that the increasing score between pre-test and post-test for complexity was quiet significant. The pre-test and the post test score of the students can be seen in table 4.5
Table 4.5 The Summary Table of Accuracy in Experimental Class Experimental Class
Pre-test Post test
Mean 4,80 15,75
Median 5,00 15,50
Modus 5 15
Minimum 0 2
Maximum 9 26
Sum 96 315
b.
Accuracy in Controlled Class
The controlled class in this research was a class of students in XI IPA B at SMA Daar El-Qolam Tangerang. This class consisted of 20 students.
(51)
Based on the test given to controlled class, the accuracy of pre-test mean score (X) was 7,40. In addition, the lowest score in pre-test was 4, while the highest score in pre-test was 17. In controlled class, even though students learned to write without using blog, mean score (X) of students was increased to 12.05. The lowest score in post-test was 5, while the highest score in post-test was 25. The finding showed that
students’ post test scores were higher than students’ pre-test score. The
range between pre-test mean score and post-test mean score was 4.65 points. It meant that the increasing point between pre-test and post-test was not significant and the increasing point of controlled class is lower than the increasing point of experimental class. The pre-test and the post test score of the students can be seen in table 4.6
Table 4.6 The Summary Table of Accuracy Pre-test and Post test
In order to provide more detailed data of result in this study, the
summary box plot below contained students’ pre-test and post test score in
experimental class and controlled class for accuracy.
Controlled Class Pre-test Post-test
Mean 7,40 12,05
Median 7,50 11,00
Modus 5 9
Minimum 4 5
Maximum 17 25
(52)
Table 4.7 Box Plot of Pre Test of Accuracy
Number 1 was experimental class and number 2 was controlled class.
Table 4.8 Box Plot of Post Test of Accuracy
(53)
Table above showed that both class increased their score of complexity and accuracy. However, the score in experimental class increased significantly compared to score in controlled class.
B.
Analysis of Data
In analysis of data, there were two things that were needed to analyze before calculating statistical hypothesis; test of homogeneity and test of normality.
1.
Test of Normality
Test of normality was calculated in both of pre-test and post-test. These tests were conducted through SPSS 20. Test of normality was calculated using Kolmogorov-Smirnov and Saphiro-Wilk. The following tables contained the result of test of normality of experimental class.
Table 4.9 The Result of Normality Test of Pre-Test of Complexity
Test of Normality
class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
score 1 .167 20 .146 .926 20 .130
2 .128 20 .200* .946 20 .312
Table 4.10 The Result of Normality Test of Pre-Test of Accuracy
Test of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
score 1 .129 20 .200
*
.953 20 .410
2 .156 20 .200* .928 20 .139
In test of normality, data are stated as distributed normal when sig. score was above 0.05. In the table above, number 1 was a symbol of experimental class, while number 2 was a symbol of controlled class. In Kolmogorov-Smirnov
(1)
101
THE SCORE OF PRE TEST OF CONTROLLED CLASS
SCORE OF PRETEST OF CONTROLLED STUDENTS
NO PRE TEST
COMPLEXITY ACCURACY
1 10 8
2 6 5
3 7 9
4 3 5
5 9 7
6 9 9
7 5 6
8 5 8
9 11 13
10 6 7
11 7 9
12 7 5
13 3 5
14 8 8
15 5 4
16 6 7
17 3 8
18 9 4
19 10 12
20 6 9
SUM 135 148
(2)
102
THE SCORE OF POST TEST OF EXPERIMENTAL CLASS
SCORE OF POST TEST OF EXPERIMENT CLASS
NO PRE TEST
COMPLEXITY ACCURACY
1 4 17
2 21 10
3 8 2
4 4 26
5 16 22
6 23 19
7 25 5
8 17 9
9 17 18
10 11 15
11 10 20
12 13 15
13 7 16
14 29 9
15 5 14
16 29 26
17 15 15
18 13 19
19 9 13
20 21 25
SUM 298 315
(3)
103
THE SCORE OF POST TEST OF CONTROLLED CLASS
SCORE OF POST TEST OF CONTROLLED CLASS
NO PRE TEST
COMPLEXITY ACCURACY
1 4 13
2 17 10
3 6 5
4 4 15
5 11 13
6 18 9
7 19 7
8 14 8
9 14 15
10 7 12
11 7 18
12 8 15
13 10 9
14 20 7
15 4 8
16 15 `8
17 12 25
18 8 9
19 5 15
20 17 20
SUM 228 241
(4)
104
APPENDIX 12
SAMPLE OF BLOG
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100
Nomor : Un.01/F.1/KM.01.3/3076/2014 Jakarta, 19 Nov 2014 Lamp. : Outline/Proposal
Hal : Permohonan Izin Penelitian
Kepada Yth.
Kepala Sekolah SMA Daar El-Qolam di
Tempat
Assalamu’alaikum wr.wb.
Dengan hormat kami sampaikan bahwa,
Nama : Iin Kurnia
NIM : 1110014000078
Jurusan : Pendidikan Bahasa Inggris
Semester : IX
Tahun Akademik : 2010/2011
Judul Skripsi : The Effectiveness of Using Blog on Students’ Accuracy and Complexity in Writing. (AQuasi Experimental Research at the Second Grade Students of SMA Daar El Qolam Gintung Jayanti, Tangerang Banten)
adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalamu’alaikum wr.wb.
a.n. Dekan
Kajur Pendidikan Bahasa Inggris
Drs. Syauki, M.Pd
NIP. 19641212 199103 1 002 Tembusan:
1. Dekan FITK
2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan