major differences in terms of readability, or typographic and grammatical errors. Besides using computer software, other software applications such as
speech recognition, speech feedback, word prediction, and other varieties of software may help students with learning disabilities to participate in well-
developed classroom writing programs.
13
Also, the research which was conducted by Rowley and Meyer in 2003, the Computer Tutor for Writers CTW software was tested and evaluated on
471 students. The study results revealed that with the use of CTW, there was an improvement in the students’ ability to follow a complete writing process,
and they learned more than their peers did through conventional writing instruction
14
An investigation of the effects of CALL on 60 English as a Foreign Language EFL learner grammar competency was carried out by Mehgan in
2012. The results of his study obtained through a post-test revealed that the experimental group outperformed the control group. For that reason, CALL
appeared to be useful in improving EFL students’ English grammar.
15
Based on some researches above, the writer can learn that there are many advantages learning writing assisted by CALL. The major of the researches
show the improvement of student’s writing ability. The writer’s research in this proposal uses one of various kinds of CALL
to increase students’ writing ability in a simple, complete, practical and contemporary way. The software called Style Writer fourth edition.
13
Hartley J., Sotto E., Pennebaker J., Speaking Versus typing: A Case-Study of the effects of using voice recognition software on academic correspondence, British Journal of Educational
Technology, 34 1, pp. 141-151.
14
Rowley K. Meyer N., the effect of a computer tutor for writers on student writing achievement, Journal of Educational Computing Research, 29 2, 169-187.
15
Mehgan K., Computer-Assisted Language Learning: A Panacea for Grammar Development, Advances in English Linguistics AEL, 1 2, 25-29.
C.
Thinking Framework
After understanding the problem of the research and much theories under lied the writer’s research, the writer argues that there are some factors cause
students’ low score in argumentative writing. First, Students’ ineffective
revising process of argumentative writing result. Students still often make many mistakes and do inaccurate correction in grammar checking, spell
checking, the use of vocabulary and proof reading. Then, Teachers have limited time in giving feedback and revision toward students’ argumentative
writing result. Teachers only have two meetings in a week in English class which is not enough to give their students proper contribution in learning
writing argumentative text. Lastly, from those two problems, it can be concluded that students need the media which can help them in revising their
argumentative writing outside the class. Thus, the role of editorial tool is very important in helping the teacher
giving feedback and revision toward students’ argumentative writing result.
Style writer computer software, one of media in learning, will be effective in helping students revise and edit their writing result independently. It is hoped
by applying this software in English learning, it will improve students’ ability in revising their argumentative writing.
D. Hypothesis H
: Style writer computer software is not effective in improving students’ ability in revising argumentative writing
H
A
: Style writer computer software is effective in improving students’ ability in revising argumentative writing
13
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
The research will be conducted in one of the State High School in Tangerang Selatan, that is SMA Dharma Karya UT in Tangerang Selatan. It
will be started in the beginning of the new teaching year 20142015
B. The Design of the Study
In investigating the use of Style Writer computer software, two classes of eleven grades were selected. The first-class is used as a control group and the
other class as an experimental group which acquired some treatments by applying Style Writer computer software. This research uses a pre-
experimental design. This design was employed by considering the feasibility of the research conducted.
The variables used are classified into dependent and independent variables
1
: 1.
The independent variable is Style Writer computer software because this is the prominent methodology which is investigated thus it is selected,
manipulated, and measured by the researcher 2.
The dependent variable is students’ Argumentative writing score that is observed and measured to determine the effect of the independent variable
C. Population and Sample
The sample is taken from population by using Simple Random Sampling.
1. Population
The population in this research is all of the eleventh grade students in Tangerang Selatan, enlisted in academic year 2014-2015.
1
Hatch and Farhady,Research Design and Statistic for Applied Linguistic, Los Angeles: Newbury House Publishers, Inc, 1982 p. 15
2. Sample
The sample of the research is selected on some criteria’s, namely: 1 argumentative text is taught in eleven graders of high school; 2 the two
groups have the same number of students; 3 the two groups are chosen by teacher’s judgment which explained that both groups are homogenous; 4 the
samples have not been given any treatment of Style Writer in writing argumentative text.
D. Instrument of the Study
This research uses written test as instrument of the study. It focused to answer the research question that covers pretest and post-test for both of the
experimental and control groups.
E. Technique of Data Collecting
In collecting the data, the following steps were taken: 1.
Organizing teaching procedure in the experimental and control group. 2.
Making research instruments that consist of preparing pilot test, pretest and post-test.
3. Distributing a pilot test to the students out of experimental and control
groups. 4.
Administering pre-test to both the experimental and control groups to investigate initial abilities between two groups.
5. Organizing lesson plans in teaching writing in argumentative text using
Style Writer computer software. The experimental group was given treatments of Style Writer computer software then the control group was
taught by using conventional method. 6.
Administering post-test to both the control and experimental groups in order to reveal the result of treatment.
F. The Research Procedure 1. Lesson Planning
Lesson Planning is made by considering the applied Lesson Planning which is used in the school. It is also based on the syllabus of curriculum
2013.
2. Administering Pilot Test
Pilot Test is held by the researcher outside the two classes, experimental and control groups. The class of pilot test is second grade of the social class
in another school. The pilot test goes through two steps. First, the instrument was validated by an English Teacher. Second, the instrument was
administered to five students who did not included in both control and experimental groups in academic year 20142015.
3. Administering Pre-Test
As mentioned before, the pre-test is administered by using written test. Both the experimental and control groups were asked to compose an
argumentative text by typing it in microsoft word computer program based on the topic and instruction given. Thereupon, it would be assessed by the
teacher of the English subject from that school. The scoring rubric proposed by Brown is used to assess the composition.
4. Conducting the Treatment
After performing pre-test, the next step was given treatment for experimental group. The treatment was the program of applying Style Writer
computer software to assist student in revising argumentative text result. The design of the lesson plan based on the standard comptetence and the basic
syllabus of the school which was developed by the teacher. Control group was thought by using the conventional method.
