29
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents, analyzes and discusses the data obtained from the results of the questionnaire and the interview. The questionnaire
was distributed on May 24
th
and 30
th
, 2012. The interview was conducted on June 14
th
, 15
th
and 16
th
, 2012. This chapter answers two questions stated in the problem formulation. The researcher divides this chapter into two parts. The first part is the
results and discussion about students’ perception on the use of blogs in Basic Writing class in the English Education of Sanata Dharma University. Meanwhile,
the second part is the results and discussion about students’ suggestions to improve the use of blogs in Basic Writing class.
A. Students’ Perception on the Use of Blogs in Basic Writing Class
This part consists of students’ perception on the implementation of blogs, students’ perception on the impact of blogs in Writing, students’ personal
evaluation of the use of blogs in Basic Writing class, students’ perception on the advantages of blogs in Basic Writing class and students’ perception on the
problem faced in the use of blogs in Basic Writing class.
1. Students’ Perception on the Implementation of Blogs in Basic Writing
Class
The researcher discovered the students’ perception in this section through the questionnaire and also the interview. In the closed-ended statements of the
30 questionnaire, the particular numbers related were statements number 1 to 7. The
results can be seen in Table 4.1.
Table 4.1 Students’ Perception on the Implementation of Blogs No.
Statements Frequencies of Responses
1 SD 2 D
3 A 4 SA
N N
N N
1. I got a clear explanation about
the use of blog in Basic Writing class from my lecturer
1 1.96
4 7.84
36 70.5
10 19.6
2. I used blog for submitting my
writing assignment in Basic Writing class
3 5.88
21 41.17
27 52.84
3. I got the feedback about my
writing in my blog from my lecturer in Basic Writing class
7 13.72
14 27.45
18 35.29
12 23.52
4. I got the feedback about my
writing in my blog from my friends in Basic Writing class
1 1.96
10 19.6
26 50.98
14 27.45
5. I could use features provided in
a blog in Basic Writing class freely
4 7.84
33 64.7
14 27.45
6. I could give comments
suggestions, opinions, explanations on my friend’s
writing using blog in Basic Writing class
2 3.92
26 50.98
23 45.09
7. I could ask the lecturer about
my writing using blog in Basic Writing class
1 1.96
9 17.64
33 64.7
8 15.68
Based on Table 4.1 in the first statement, there were 70.5 of the respondents who agreed that they obtained a clear explanation about the use of
blogs in Basic Writing class, 19.6 of the respondents who strongly agreed, 7.84 of the respondents who disagreed and merely 1.96 of the respondents
who strongly disagreed with this statement. Reaching 90.1 of agreement level, it showed that most of the respondents had positive attitude.
31 In the second statement, the students submitted their writing assignment
using blogs in Basic Writing class. The researcher found that the total of agree and strongly agree percentages in this statement were relatively high reaching 94.01.
Meanwhile, merely 5.88 of the respondents disagreed and none of the respondent 0 strongly disagreed. From these percentages, the researcher could
conclude that most of the respondents had strong perception in using blogs for submitting their assignments.
Related to the feedback obtained from the lecturer stated in the third statement, it indicated that the total percentages of agreement level were 58.81,
whereas the total percentages of disagreement level were 41.17. Then, related to the feedback from other students, the total percentages of agreement level were
78.43, whereas the total percentages of disagreement level were 21.56. The differences of percentages among those degrees in the statement about feedback
from the lecturer were not too significant, but more than half of the respondents still had the positive tendency. Regarding the feedback from the students, most of
the respondents also showed positive attitude. Based on the results, it could also be concluded that the respondents obtained more feedback on their writing from
other friends in the class than from the lecturer in using blogs in Basic Writing class.
The difference of the percentages between two results of the fifth and the sixth statements was not too significant. The total percentages of agreement level
of those statements reached 92.24 and 96.07 of the respondents. Meanwhile, the total percentages of disagreement level were solely 7.84 and 3.92 of the
32 respondents. Both statements also showed that none of the respondents strongly
disagreed. Based on this fact, the researcher drew a conclusion that most of the respondents had positive responses towards the statements. Most of them believed
that they could use features in the blogs freely and could give comments on their friends’ writing using blogs in Basic Writing class.
The result of the last statement in the implementation of blogs related to this statement was positive. It was presented by the total of agree and strongly agree
percentages reaching 80.38. Then, 17.64 of the respondents disagreed and 1.96 of them strongly disagreed that they could ask the lecturer about their
writing using blogs in Basic Writing class. Related to the implementation of blogs, the researcher also conducted an
interview to support the data of the questionnaire. There were eight respondents in the interview. Then, there were two questions related to this section. The
questions given were about the students’ perception on how the blog was implemented in Basic Writing Class and students’ expectations of the
implementation of blogs in Basic Writing class. From the interview about the students’ perception on how a blog was
implemented in Basic Writing class, Respondents 7, 34 and 50 revealed that the lecturer gave them some detailed explanations about the blog in Basic Writing
Class. The explanations given were related to how the respondents could use and operate the blogs in Basic Writing class and also related to Basic Writing skill
such as minimum requirements.
33 Then, Respondents 7, 27, 41 and 50 said that blogs in Basic Writing class
was used as media for them to publish their Basic Writing assignments. Respondent 27 revealed in detail that the writing assignments using blogs were
published almost in every meeting of Basic Writing class. In producing their writing, Respondents 41 and 50 also added that they made the draft of their
writing first. After that, they published their writing in their blogs when they felt it was already good.
“Cuma kita disuruh buat karangan, terus nanti karangan kita itu dikoreksi dulu sama teman, ditukar-tukarin , terus nantinya kalau udah benar baru di
tulis ke blog. Terus, di situ nanti kalau teman-teman mau komen boleh. Setiap tugas pasti suruh ngepost di blog.” R41
We are only asked to make the drafts of our writing. Then, our friends give correction to our drafts. We also exchange our drafts of writing. After that,
our drafts are posted in the blog. In the blog, the students are given the freedom to give comments. Certainly, each assignment is posted in the
blog. Respondents 13, 41 and 50 said that they could give comments on their
writing assignments each other. Then, the students could correct the mistakes found in their writing. They could also obtain the feedback from their friends.
However, related to the feedback given from the lecturer, half of the interview respondents who were Respondents 6, 7, 13 and 30 revealed that the lecturers had
never given them the feedback. It was not in accordance with the result of the statements in the closed-ended questionnaire related to the lecturer’s feedback. In
that statement, 58.81 of the respondents agreed that the lecturer gave feedback to their writing in Basic Writing class.
Regarding the students’ expectations of the implementation of blogs in Basic Writing class, Respondents 13, 27 and 34 told the implementation of blogs
34 was in accordance with their expectations. Respondent 27 expressed that she did
not feel bored when she used blogs in Basic Writing class. It made her feel something new in learning writing skill using blogs. In addition, Respondent 13
revealed that the use of blogs made her more independent in learning. The use of blogs in Basic Writing class also provided the opportunity for her to give
comments on others’ writing. Moreover, Respondent 34 added that she did not find any difficulties in learning Basic Writing skill using blogs. Therefore, it was
suitable for her in learning. “Sesuai sih sejauh ini, karena saya tidak menemui suatu kesulitan yang
berarti. Berarti..kan sesuai toh apa yang dijelaskan.” R34 So far, it is suitable for me because I do not find any significant
difficulties. On the contrary, Respondents 6, 7, 30, 41 and 50 revealed that they were not
satisfied and they thought that the implementation of blogs in Basic Writing class was not in accordance with their expectations. All these respondents conveyed
that they were not really satisfied with the implementation because the lecturer barely gave them feedback to their writing. Moreover, Respondents 30 and 50
added that not all of their friends gave feedback to their writing, so they did not know what mistakes they had made in writing.
“Nggak, karena nggak semua kasih feedback. Terus dosennya juga nggak kasih tahu yang mana yang salah jadi kita juga nggak tahu.” R30
No. It is because not all students give the feedback. The lecturer also does not give the feedback so we do not know the mistakes.
From this report, the interview results were not in harmony with the results
of the questionnaire. There were five of the respondents in the interview who did
35 not agree that the use of blogs in Basic Writing class was in accordance with their
expectations. Overall, from the results of the questionnaire and the interview about the students’ perception on the implementation of blogs in Basic Writing
class, the researcher concluded that most of the respondents had the positive tendency to the implementation of blogs in Basic Writing class. It was proved by
the positive percentages result of the questionnaire which dominated the results. However, it was apparent that the implementation of blogs in Basic Writing class
should be balanced by the presence of the educator. From the results of the interview, most of the respondents claimed that they did not really agree that the
implementation of blogs had been in accordance with their expectation because the lecturer did not give feedback to their writing.
2. Students’ Perception on the Impact of Blogs in Students’ Writing in Basic
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