66 to do peer-correction on the grammar and cohesive devices using of their
friends’ writings.
Based on the research findings, it can be concluded that the students’ writing skills after the treatment are better than those before the treatment.
Moreover based on the result of the t-test of the post-test, it can be stated that p
value
0.000 was lower than the significance level 0.05. Therefore, the hypothesis which says: “Students’ writing skills after the treatment are better
than before the treatment” is accepted.
B. Implications
From the results defined above, it is concluded that the use of weblog had improved the students’ writing skills in terms of generating ideas, and
appropriate grammar, and cohesive devices use. Therefore, this research implies the use of weblog as teaching-learning media is appropriate in
teaching writing.
During this study, the students were motivated and they tended to generate their ideas better. They also managed to do peer-correction on their
friends’ writings. This had nurtured their improvement on grammar and cohesive devices using. Moreover, the quantitative result found in the research
had proven that the treatment used had improved the students’ writing skills. This can be seen from the gain score of the means between the pre-test and the
67 post-test which is 16.4688. Considering this conclusion, the use of weblog can
be said as capable to promote improvement on the students’ writing skills.
This had claimed the theories of using appropriate teaching media in order to overcome students’ writing problems Therefore it is recommended
for English teachers to use weblog as teaching English media in order to improve students writing skills.
C. Suggestions
Based on the results of the study, conclusions and implications, some suggestions are proposed to these following parties in order to improve the
students’ writing skills.
1. to English teachers In teaching learning of writing, in this case narrative writing, an English
teacher should be able to choose the most appropriate teaching media for the students. The media used in writing teaching process should focus not
only on cognitive aspects but also on socio-affective aspects. To meet these needs, the use of weblog is recommended as it, for example, enables the
students to interact with other students, even from other side of the world Richardson: 2009. Therefore English teachers are suggested to use
weblog as media in the process of writing teaching learning.
