The effect of ICT based graphic organizer toward the students’ writing ability at the fourth semester of the English education study program at IAIN Palangka Raya - Digital Library IAIN Palangka Raya

  

THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD

THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER

OF THE ENGLISH EDUCATION STUDY PROGRAM

AT IAIN PALANGKA RAYA

THESIS

  Presented to the Department of Education of the Islamic Institute of Palangka Raya in Partial Fulfillment of the Requirements for the Degree of

  Sarjana Pendidikan Islam

  

Compiled by:

AISYAH HAFSHAH SAFFURA EL-MUSLIMAH

1201120749

  

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA

FACULTY OF EDUCATION AND TEACHER TRAINING

LANGUAGE EDUCATION DEPARTMENT

ENGLISH EDUCATION STUDY PROGRAM

1438 H / 2016 M

APPROVAL OF THE THESIS

  Title of the thesis : THE EFFECT OF

  ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA

  Name : AISYAH HAFSHAH SAFFURA EL-MUSLIMAH SRN : 1201120749 Faculty : Tarbiyah and Teacher Training Department : Language Education Study Program : English Education Level : S-1

  Palangka Raya, June 16, 2016 Approved by:

  Advisor I, Advisor II,

  M. ZainiMiftah, M.Pd. Sabarun, M.Pd

  ORN. 197509152009121002 ORN.19680322 2008011005 The Vice Dean I of Academic, TheSecretaryof Language Education,

  Dra. Hj. RodhatulJennah, M.Pd SantiErliana, M.Pd

  ORN. 19671003 199303 2 001 ORN. 198012052006042003

PERSETUJUAN SEKRIPSI

  JudulSekripsi : KEEFEKTIFAN GRAFIK ORGANISER BERBASIS ICT

  TERHADAP KEMAMPUAN MENULIS MAHASISWA SEMESTEREMPAT PADA PROGRAM STUDI PENDIDIKAN

BAHASA INGGRIS DI IAIN PALANGKA RAYA

  Nama : AISYAH HAFSHAH SAFFURA EL-MUSLIMAH NIM : 1201120749 Fakultas : TarbiyahdanIlmuKeguruan Jurusan : PendidikanBahasa Program Studi : PendidikanBahasaInggris Jenjang : S-1

  Palangka Raya, 16Juni 2016 Di setujuioleh :

  Pembimbing I, Pembimbing II, M. ZainiMiftah, M.Pd. Sabarun, M.Pd.

  NIP. 197509152009121002 NIP.19680322 2008011005 Mengetahui,

  Wakil Dekan I Bidang Akademik Sekertaris Jurusan Pendidikan Bahasa

  Dra. Hj. RodhatulJennah, M.Pd SantiErliana, M.Pd

  NIP. 19671003 199303 2 001 NIP. 198012052006042003

OFFICIAL NOTE

  Case: Examination of Palangka Raya, June10,2016 AISYAH HAFSHAH SAFFURA’s Thesis

  To the Dean of Faculty of Tarbiyah and Teacher Training of the State Islamic Instituteof Palangka Raya In

  Palangka Raya Peace be unto the God’s Mercy and blessing as well, By reading and analyzing the thesis’ revision, we think the thesis in the name of: Name : AISYAH HAFSHAH SAFFURA Student Registration Number : 1201120749

  Title of the Thesis :

  THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA

  Can be examined in partial Partial Fulfillment of the Degree ofSarjana Pendidikan Islam in English Education of the Department of Education State Islamic Institute of Palangka Raya.

  Thank you for the attention. Peace be with you and God’d blessing.

  Advisor I, Advisor II, M. Zaini Miftah, M.Pd. Hesty Widiastuty, M.Pd.

  ORN. 197509152009121002 ORN. 19870928 201503 2003

NOTA DINAS

  PERIHAL:PermohanandiseminarkanskripsisaudariPalangka Raya, 10Juni 2016 AISYAH HAFSHAH SAFFURA

  EL-MUSLIMAH Kepada.

  Yth. Dekan Fakultas Tarbiyah dan Ilmu Keguruan

  IAIN Palangka Raya di - Palangka Raya

  Puji syukur kehadirat Allah SWT atas segala karunia-Nya, Setelah membaca dan menganalisa dari revisi skripsi yang telah disarankan. Maka kami memutuskan skripsi atas nama:

  Nama : AISYAH HAFSHAH SAFFURA EL-MUSLIMAH NIM : 1201120749 JudulSkripsi: KEEFEKTIFAN GRAFIK ORGANISER BERBASIS ICT

TERHADAP KEMAMPUAN MENULIS MAHASISWA SEMESTER EMPAT PADA PROGRAM STUDI PENDIDIKAN

  Dapat diseminarkan sebagai syarat memenuhi kewajiban dari pencapaian gelar Sarjana Pendidikan Islam pada program studi Pendidikan Bahasa Inggris dari jurusan Pendidikan Bahasa di Institut Agama Islam Negeri Palangka Raya.

  Terima Kasih atas perhatiannya, Pembimbing I, Pembimbing II, M. Zaini Miftah, M.Pd. Hesty Widiastuty, M.Pd.

  NIP. 197509152009121002 NIP. 19870928 201503 2003

  THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD

THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER

OF THE ENGLISH EDUCATION STUDY PROGRAM

  

AT IAIN PALANGKA RAYA

Abstract

  The study attempts to (a) investigate whetherthe students taught using ICT Based graphic organizer get better achievement or not than those who taught without using ICT Based graphic organizer (Pattern Outline) at the fourth semester English Study Program students of Palangka Raya State Islamic Institute 2015/2016; (b) the area of contribution of ICT Based graphic organizer to help students in the writing process. The number of the subject is 21 students. The study belonged to experimental study by applying counterbalance procedure to collect the data. This study was restricted to two focuses: using ICT Based graphic organizer and using pattern outline in writing comparison and contrast essay. To answer the research problem, the t test for correlated samples and questionnaire were applied. The research findings showed that, the t value was 10.185 and the df (Degree of freedom) of the distribution observed was 20. Based on the Table of t value, if df was 20, the 5% of significant level of t value was at 1.725 and the 1% of significant level of t value was at 2.086. It could be seen that the empiric t value at 10.185 was greater than the t value theoretic. It was said that at the 5% and 1% of significant level, there was a very significant difference on students’ writing score between the students who wrote a comparison and contrast essay using ICT Based GO (Mean= 3.44) and those who wrote a comparison and contrast essay using pattern outline (Mean= 2.58). It meant ICT Based GO gave very significant effect on the students’ writing score. Based on the result of questionnaire, it was concluded that most students had high positive response on the implementation of using graphic organizer in writing comparison and contrast essay (95.24%). Thestudents also felt excited with graphic organizer(85.71%). In addition, about 57.14% students felt fun when they wrote using graphic organizer. It could be stated that the area of GO helped the students in generating ideas (10 students or 47.62%), visualizing ideas (6 students or 28.57%), building sentences (4 students or 19.04%), and maintaining grammar (2 students or 9.52%).

  Therefore, it is suggested that the writing teachers implement the ICT Based Graphic organizers in three stages of writing process: prewriting, whilst writing, and post writing. The use of ICT in learning English is strongly recommended in order to improve the quality of English learning. It is also strongly recommended that the students implement the ICT Based Graphic organizers in generating ideas, visualizing ideas, building sentences, and maintaining grammar when they were starting to write a comparison and contrast essay.

  

Key Words: Effect, comparison and contrast essay, ICT Based Graphic

organizers, and Writing Ability,

  

KEEFEKTIFAN GRAFIK ORGANISER BERBASIS ICT

TERHADAP KEMAMPUAN MENULIS MAHASISWA

SEMESTER EMPAT PADA PROGRAM STUDI

PENDIDIKAN BAHASA INGGRIS DI IAIN PALANGKA RAYA

Abstrak

  Penelitian ini bertujuan (a) menginvestigasi apakah mahasiswa yang diajarkan menggunakan Grafik Organiser Berbasis ICT mendapat hasil yang lebih baik atau tidak daripada mereka yang diajarkan dengan menggunakan pola kerangka yang terstruktur pada mahasiswa semester empat program studi pendidikan bahasa Inggris di IAIN Palangka Raya tahun akademik 2015/2016. (b) mengetahui cakupan kontribusi dari Grafik Organiser Berbasis ICT dalam membantu mahasiswa pada proses menulis. Jumlah subjek dalam penelitian ini sebanyak 21 mahasiswa.

  Penelitian ini merupakan penelitian eksperimen dengan menerapkan prosedur counter balance. Pada penelitian ini, focus penelitian ditujukan pada: penggunaan Grafik Organiser Berbasis ICT dan penggunaan pola kerangka yang terstruktur dalam menulis karangan comparison and contrast. Untuk menganilis data penelitian, digunakan t-tes pada sampel berkorelasi dan angket.

  Temuan penelitian menunjukan bahwa nilai t sebesar 10.185 dan df (derajat kebebasan) adalah 20. Selanjutnya nilai t dikomparasikan dengan t-tabel pada taraf siknifikansi 5% sebesar 1.725 dan 1% sebesar 2.086. Temuan penelitian ini membuktikan bahwa nilai t empiris sebesar 10.185 lebih besar dari nilai t teoritis pada taraf siknifikansi 5% dan 1%. Dengan demikian, dapat disimpulkan bahwa pada taraf siknifikansi 5% dan 1%, ada perbedaan yang sangat siknifikan pada nilai menulis mahasiswa antara yang menulis karangan comparison and contrast menggunakan Grafik Organiser Berbasis ICT (rata-rata = 3.44) dan yang menggunakan pola kerangka yang terstruktur (rata-rata=2.58). Ini dapat dikatakan bahwa Grafik Organiser Berbasis ICT telah member efek yang siknifikan terhadap nilai menulis mahasiswa. Dari hasil angket, dapat disimpulkan bahwa mahasiswa memberikan respon positif pada penerapan Grafik Organiser Berbasis ICT dalam menulis karangan comparison and contrast (95.24%). Mahasiswa juga merasa tertarik dengan grafik organizer (85.71%). Dan sebesar 57.14% mahasiswa merasa senang ketika mereka menulis dengan grafik organizer. Grafik Organiser dapat membantu mahasiswa proses menulis antara lain dalam hal: (1). menemukan ide (47.62%), menvisualisasi ide (28.57%), merangkai kalimat (19.04%), dan memperbaiki tata bahasa(9.52%).

  Selanjutnya, disarankan dosen dan mahasiswa menerapkan Grafik Organiser Berbasis ICT dalam proses menulis.

  

Kata Kunci: Efektifitas, karangan comparison and contrast, grafik organizer

berbasis ICT, dan KemampuanMenulis.

  

ACKNOWLEDGMENTS

  In the name of Allah, the benefit and the Merciful. All praises and thanks are due to Allah. We praise Him and seek His assistance and His forgiveness. I bear witness that there is none worthy of worship except Allah, and that Muhammad is the last messenger of Allah.First of all, I would like to express my deepest thanks to:

  1. Dr. IbnuElmi A.S. Pelu, SH, M.H., as the Rector of IAIN Palangka Raya 2. The Vice Dean I of Academic of IAIN Palangka RayaDra. Hj.

  RodhatulJennah, M.Pd

  3. The chairwoman of the Department of Language Education of IAIN Palangka Raya Dr. Hj. Hamidah, M.A, 4. The chairman of English study program of IAIN Palangka Raya M.

  ZainiMiftah,M.Pd.

  5. My beloved advisors,M. ZainiMiftah, M.Pd. (as first Advisor)and Hesty Widiastuty, M.Pd. (as second advisor), for their ever-encouraging, supports, guidance, and sympathetic understanding.

  6. My deepest thanks also go to the examiners Santi Erliana, M.Pd and Rahmadi Nirwanto, M.Pdfor their comments, advices, and suggestions that are profitable to the completion of the thesis. I truly realize that all their guidance is given for the sake of making this thesis more perfect.

  7. I wish to express my most special gratitude to my beloved parents, Sabarun, M.Pd. and Indasah Abdul Karim, and my two sisters- TazkiyatunNafs El- Hawwa and AnnisaAsySyahidah for their counsel, supports, and continued patience. They have, indeed, been a source of motivation and spirit for me.

  Palangka Raya, June 2016 AISYAH HAFSHAH SAFFURA

  

Dedication

  This thesis is dedicate to:

  I dedicate my thesis to my family. A special feeling of

gratitude to my patient loving parentsSabarun, M.Pd and

Indasah Abdul Karim. My sisters TazkiyatunNafs El-

Hawwa and Annisa Asy Syahidah have never left my

side and very special to motivate me.

I dedicate this thesis and give special thanks to my

friends TBI 2012 who have supported me throughout the

process.

DECLARATION OF AUTHENTICATION

  In the name of Allah SWT, I declare that this thesis entitled THE EFFECT OF ICT BASED GRAPHIC

  

ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE

FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY

PROGRAM AT IAIN PALANGKA RAYAis the result of my own research except

as citedin the references.

  Palangka Raya,June 16, 2016 My own declaration, AISYAH HAFSHAH SAFFURA E.

  SRN. 1201120749

  

MOTTO

Pendapat seorang itu laksana benang yang ditarik.

  Pendapat dua orang laksana benang yang diikatkan

Dan pendapat tiga orang seperti diikatkan

berkali-kali, nyaris tak ada kekurangan

  Umar bin Khattab R.A

LEGALIZATION OF THE THESIS EXAMINING COMMITTEE

  This thesis entitled THE EFFECT OF ICT BASED GRAPHIC ORGANIZER

  

TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH

SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN

PALANGKA RAYA. In the name of AISYAH HAFSHAH SAFFURA EL-

MUSLIMAH and her Student Registration Number is 1201120749. It has been

  examined by Team of Examiners of the English Education Study Program of English Department of Faculty ofTarbiyah and Teacher Training (FTIK) of the State Islamic Institute of Palangka Raya on: Day : Thursday

  th

  Date : June 16 2016 Palangka Raya, June 16, 2016

  

Team of Exmainers

  1. SantiErliana, M.Pd (..............................................)

  Chairwoman/Examiner

  2. RahmadiNirwanto, M.Pd (..............................................)

  Member

  3. M. ZainiMiftah, M.Pd. (..............................................)

  Member

  4. Sabarun, M.Pd. (..............................................)

  Secretary/Member The State Islamic Institute of Palangka Raya

  The Dean of Faculty of Tarbiyah and Teacher Training,

  Drs. Fahmi, M.Pd ORN. 19610520199903 1 003

  

PENGESAHAN

  Skripsi yang berjudulTHE EFFECT OF ICT BASED GRAPHIC ORGANIZER

  

TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH

SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN

PALANGKA RAYA. OlehAISYAH HAFSHAH SAFFURA EL-MUSLIMAH,

  Nomor Induk Mahasiswa1201120749. Telah dimunaqasyahkan Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri Palangka Raya pada : Hari : Kamis Tanggal : 16 Juni 2016

  Palangka Raya, 16 Juni 2016

  

Tim Penguji

  3. Santi Erliana, M.Pd (..............................................)

  Ketua Sidang/Penguji

  4. Rahmadi Nirwanto, M.Pd (..............................................)

  Anggota/Penguji

  3. M. ZainiMiftah, M.Pd. (..............................................)

  Anggota/Penguji

  4. Sabarun,M.Pd. (..............................................)

  Sekretaris/Penguji Dekan Fakultas Tarbiyah dan Ilmu Keguruan

  IAIN Palangka Raya,

  Drs. Fahmi, M.Pd NIP. 19610520199903 1 003

  TABLE OF CONTENTS

  D. Comparison and Contrast Essay ......................................................47

  1. ICT in English Language Teaching and Learning ......................58

  E. ICT Based Graphic organizer ..........................................................57

  5. Instructional Activities of using graphic organizer in teaching Comparison and contrast essay ...................................................55

  4. Comparison and contrast essay using graphic organizer .............52

  3. The transitional signals used in comparison and contrast essay ..52

  2. Organizational Patterns for the Comparison and contrast essay .49

  1. Definition of Comparison and contrast essay ..............................48

  7. Approaches in Teaching Writing .................................................45

  Page

  6. Teaching EFL Writing ................................................................41

  5. Writing Assessment .....................................................................37

  4. The process of Writing ................................................................35

  3. The Problems of EFL in the teaching Writing ............................31

  2. Kind of Writing ...........................................................................19

  1. Nature of Writing ........................................................................18

  CHAPTER I INTRODUCTION A. Background of the Study ..............................................................1 B. The Problem of the Study .............................................................9 C. Objective of the Study ..................................................................9 D. Hypotheses ......................................................................................9 E. Variables of the Study .....................................................................10 F. Significance of the study ...............................................................10 G. Limitation of the Study ..................................................................11 H. Assumption .....................................................................................12 I. Definition of Key Terms ................................................ ................13 CHAPTER II REVIEW OF RELATED LITERATURE A. Related Studies .................................................................................15 B. Writing Skill .....................................................................................18

  COVER PAGE .................................................................................................i LIST OF THE APPROVAL ............................................................................ii

OFFICIAL NOTE .............................................................................................iv

ABSTRACT .......................................................................................................vi

ACKNOWEDGMENT .....................................................................................viii

DECLARATION OF AUTHENTICATION ..................................................ix

DEDICATION ...................................................................................................x

LIST OF LEGALIZATION .............................................................................xi

MOTTO .............................................................................................................xii

TABLE OF CONTENTS .................................................................................xiii

LIST OF TABLES ...........................................................................................xv

LIST OF FIGURES .........................................................................................xvi

LIST OF APPENDICES .................................................................................xvii

  2. The graphic organizer ..................................................................60

  3. The Graphic Organizer and Schema Theory ...............................62

  4. The type graphic organizers ........................................................63

  5. The benefit of using Graphic Organizer ......................................72

  6. The teaching of writing comparison and contrast essay using ICT Graphic Organizer .......................................................................73

  CHAPTER III RESEARCH DESIGN A. Research Design ...............................................................................75 B. Population and Sample .....................................................................76 C. The Research Instruments ................................................................77 D. Instrumentation ................................................................................78 E. Data Collection Procedure ...............................................................84 F. Data Analysis Procedure ..................................................................89 G. Summary ..........................................................................................94 CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Data Presentation..............................................................................96 1. The Students’ Writing Score in Pretest .....................................96 2. The Students’ Writing Score Using Pattern Outline .................98 3. The Students’ Writing Score Using ICT Based Graphic Organizer

  ...................................................................................................101

  4. The Comparison Score Between ICT Based Graphic Organizer and Pattern outline ...........................................................................103

  5. The Result of Questionnaire......................................................105

  B. Research Findings ..........................................................................108

  1. Testing Normality and Homogeneity ......................................108

  2. Testing hypotheses Using T test for paired sample .................109

  3. Interpretation of the Results .....................................................115

  4. The the area of contribution of ICT based graphic organizer to the students in the writing process. ................................................115 C. Discussion ...........................................................................................117 1.

  The Students’ Progress of Writing Scores: Using ICT based Graphic Organizer Versus Using Pattern Outline ...................................117

  2. The the area of contribution of ICT based graphic organizer to the students in the writing process. .................................................121

  CHAPTER V CONCLUSSIONS AND SUGGESTIONS A. Conclusions ................................................................................123 B. Suggestions ..................................................................................124

  1. For the teachers ...................................................................124

  2. For the students ....................................................................124

  3. For Next Researchers ...........................................................125

  REFERENCES APPENDICES CURRICULUM VITAE

  LIST OF TABLES

Table 2.1 the Structure of an Essay .................................................................... 23Table 2.2 the Composing Behaviors of EFL Writer .......................................... 33Table 2.3. Scoring Guide .................................................................................... 40

  Table. 2.4 Purpose and Examples of comparison and contrast essay ................ 48 Table. 2.5. There are two ways to organize a comparison/contrast essay .......... 50

Table 2.6. Point-by-Point Approach table .......................................................... 51Table 2.7. The transitional signals used in comparison and contrast essay ....... 51Table 3.1. Scoring Guide for Try Out ................................................................ 79Table 3.2 Correlations ........................................................................................ 83Table 3.3 Inter-rater Coefficient Correlation and Interpretation ........................ 84Table 3.4 The Procedure of Essay Writing Test ................................................ 88Table 3.5 The Source of data, instruments, and data needed ............................. 89

  Table 4.1 The Students’ Writing Score in Pretest .............................................. 97

  Table 4.2 The Students’ Writing Score Using Pattern Outline .......................... 99

  Table 4.3 The Students’ Writing Score Using ICT Based Graphic Organizers .. 101

Table 4.4. The Comparison Score between ICT Based GO Pattern outline ...... 103Table 4.5 The students writing score between using GO and Pattern Outline ... 103Table 4.6. The Comparison Improvement Score between using GO and Pattern

  Outline ............................................................................................... 104 Table 4.7

  The result of students’ response on the implementation of using ICT Based Graphic Organizer in writing Comparison and Contrast Essay ........................................................................................................... 106

Table 4.8 Test of Normality ............................................................................... 109Table 4.9 Test of Homogeneity of Variances ..................................................... 109Table 4.10 Table of Different score ................................................................... 111Table 4.11 Paired Samples Test ......................................................................... 114

  LIST OF FIGURES

Figure 2.1 Model Graphic Organizer for Illustration Essay ............................. 65Figure 2.2 Model Graphic Organizer for Classification Essay ........................ 67Figure 2.3 Model of Graphic Organizer in Process Essay ............................... 69Figure 2.4 Model of Graphic Organizer in CauseAnd Effect Essay ............... 71Figure 3.1 Steps in Collecting and Analyzing Data, and Testing Hypothesis

  ......................................................................................................... 93

Figure 4.1 The frequency distribution of the students’ writing score in pretest.

  ......................................................................................................... 98 Figure 4.2

  The frequency distribution of the students’ writing score using pattern outline. ............................................................................................. 100

Figure 4.3 The frequency distribution of the st udents’ writing score using ICT

  based Graphic Organizer ................................................................. 102 Figure. 4.4 Distribution of students’ writing score using GO and pattern outline. ......................................................................................................... 104

  Figure. 4.5. The area contribution of GO ........................................................ 116

LIST OF APPENDICES

  Appendix 1Research Schedule Appendix 2 Research Instrument Appendix 3 Lesson Plan Appendix 4 The Implementation of Using ICT based Graphic Organizers (GO) in writing comparison and contrast essay.

  Appendix 5 the result of analyses from the test Appendix6 The Result Questionnaire the use of ICT based GO in writing Appendix 7 Compare and Contrast Essay Checklist Appendix 8Try Out Class Appendix 9Experiment Class Appendix 10 Portfolio