The Effectiveness of Using Social Notrvorking Site in Teaching Writing Recount Text (An Experiment Study at Tenth Grade Students of SM{ Negeri 87 Jakarta)

THE EFFECTIVENESS OF USING SOCIAL NETWORKING SITE IN TEACHING WRITING OF RECOUNT TEXT

(An Experimental Study at Tenth Grade Students of SMA Negeri 87 Jakarta)

BY:

Fenny Yutika Seli NIM: 1110014000091

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

The'Skripsi'

Presented to Faculty of Tarbiyah and Teachers'

of the Requirements for the Degree of Strata I

Training in a Partial Fulfillment

in English Language Education

By:

FEIINY YT'TIKA SELI

1110014000091

Approved By:

Advisor

I

Advisor

II

NIP.1963t0l0 199103 2 003

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS'TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2A,4

Study at the Tenth Grade Students of SMAN 87 Jakarta,/, written by Fenny yutika Seli, student's registration number 1110014000091 was examined by the committee on December

l5h

2014. The "skripsi" has been accepted and declared

to

have fulfilled one of the requirements for the degree of "S. pd" _@achelor of Arts) in

English Language Education at the Deparfinent of English Education.

CHAIRMAN

SECRETARY

EXAMINER

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EXAMINER II

Jakarta, December I 5t' 2014

EXAMINATION COMMITTEE

: Drs. Svaukl M. Pd.

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: Zaharil Anasv. M. Hum. NIP. 19761007 200710 r 002

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: Ismalianing Eviyuliwati. M. Hum.(

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' Training Faculty

Saya yang bertanda tangan di bawatr ini, Nama

TempaU Tanggal Lahir

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NIM

Jurusan/ Prodi

Judul Skripsi

The Effectiveness of Using Social Notrvorking Site in Teaching Writing

Recount Text

(An Experiment Study at Tenth Grade Students of SM{ Negeri 87 Jakarta)

Dosen Pembimbing : t. Pr. FaridaHamid, M. Pd

2. Yennyrahmawati, M. Ed

Deng4n ini menyatakan batrwa Skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab penuh secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Mwraqosah.

Jakarta,9 Desember2AH

Matrasiswa Ybs.

Fenny Yutika Seli

NIM: 1110014000091

Fenny Yutika Seli

Jakarta, i3 Desember 1992

I I 10014000091

i ABSTRACT

FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking Site in Teaching Writing of recount text at Tenth Grade Students of SMA Negeri 87 Jakarta, Skripsi, English Education Department, Faculty of

Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta.

Advisors: Dr. Farida Hamid, M.Pd Yenny Rahmawati, M.Ed

Key words:Recount Text, Social Networking Site, Facebook

The objective of the study is to find the empirical evidence of whether social networking site is effective towards students’ skill in writing of recount text. According to some theories and previous studies, it shows that there is positive effect of using social networking site in teaching writing.

This research was a quasi-experiment which involved two classes (experimental class and controlled class) to be researched. The experimental class was treated by using Facebook (one of social networking sites) as a media of writing and the controlled class was treated without using Facebook. The samples of this research were the tenth grade students of SMA Negeri 87 Jakarta. They were X IIS 3 class as the experimental class and X IIS 2 as the controlled class. Each class consisted of 25 students. They were chosen by using purposive sampling. The instrument that used was written test and analytical scoring by John Anderson was used to assess the tests result. The pre-test mean score of experimental class was 65.9 while the post-test mean score of controlled class was 82.6. In the contrary, the pre-test mean score of controlled class was 66 and the test mean score was 77.7. The significant difference was shown by the post-test mean score of experimental class which was treated by using Facebook in teaching writing was greater than post-test mean score of controlled class which was not treated by using Facebook.

The result of statistical hypothesis test found that on significance level 5% ttable was 1.67 while tobserved was 2.75 or tobserved>ttable. Hence, the H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In the other words, the use of social networking site is effective in teaching writing of recount text.

ii ABSTRAK

FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking Site in Teaching Writing recount of text at Tenth Grade Students of SMA Negeri 87 Jakarta, Skripsi,Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Dosen Pembimbing: Dr. Farida Hamid, M.Pd Yeni Rahmawati, M.Ed

Kata Kunci: Recount Text, Social Networking Site, Facebook

Tujuan dari penelitian ini adalah untuk menemukan data empiris apakah

social networking site efektif terhadap kemampuan siswa dalam menulis recount

text. Merujuk kepada beberapa teori dan penelitian terdahulu, ini menunjukkan bahwa ada pengaruh baik dengan menggunakan social networking site dalam pengajaran menulis.

Ini adalah penelitian quasi eksperimen yang melibatkan dua kelas (kelas eksperimen dan kelas kontrol) untuk diteliti. Kelas eksperimen diberi perlakuan menggunakan Facebook (salah satu situs jaringan social/ social networking sites) sebagai sebuah media menulis dan kelas kontrol diberi perlakuan tanpa menggunakan Facebook. Sampel penelitian ini adalah siswa kelas 10 dari SMA Negeri 87 Jakarta. Kelas X IIS 3 sebagai kelas eksperimen dan X IIS 2 sebagai kelas control. Masing-masing kelas berisi 25 siswa. Mereka dipilih dengan menggunakan purposive sampling. Instrumen yang dipakai adalah tes tertulis dan

analytical scoring dari John Anderson digunakan untuk menilai hasil tes. Nilai rata-rata pre-test kelas eksperimen adalah 65.9. Sedangkan nilai rata-rata post-test kelas eksperimen adalah 82.6. Sebaliknya, nilai rata-rata pre-test kelas kontrol adalah 66 dan nilai rata-rata post-testnya adalah 77.7. Perbedaan signifikan terlihat dari nilai post-test kelas eksperimen yang menggunakan Facebook dalam pengajaran menulis lebih baik dibandingkan dengan nilai post-test kelas kontrol yang tidak menggunakan Facebook.

Hasil dari hipotesis statistik menemukan bahwa di significance level 5% ttabel adalah 1.67 sedangkan tobservasi adalah 2.75 atau tobservasi>ttabel. Oleh karena itu, H0 (Hipotesis nol) ditolak dan Ha (hipotesis alternatif) diterima. Dengan kata lain, penggunaan social networking site efektif dalam pengajaran menulis recount text.

iv

In the name of Allah The Beneficent and The Merciful

Alhamdulillah, the writer thanks to Allah SWT, The Lord of the universe. He always gives strong and favor in completing this “Skripsi” by the title “The Effectiveness of Using Social Networking Site in Teaching Writing of Recount Text”. Blessing and salvation be upon beloved Prophet Muhammad SAW and his family, his companions, and his followers.

The writer wants to thank a lot to all people who support and help her. She realizes without their support and help, she could not be able to finish this “Skripsi”.

In this opportunity, the writer would like to express her gratitude to Dr. Farida Hamid, M.Pd and Yenny Rahmawati, M.Ed., for their valuable advice, guidance, dedication, corrections, and suggestions in finishing this “Skripsi”.

There are also some people that the writer would like to thank to:

1. Dra. Nurlena, M.A., Ph.D., as the Dean Faculty of Tarbiyah and Teachers’ Training the State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., as the head of English Education Department.

3. Zahril Anasy, M.Hum., as the Secretary of English Education Department.

4. All lecturer of English Education Department who have already taught the writer during his study at UIN Syarif Hidayatullah Jakarta.

5. E. Awalludin S., M.Pd, as the Headmaster of SMA Negeri 87 Jakarta who has allowed the writer to conduct and observe the research at the school.

6. Eko Ardiawati, S.Pd, as the English teacher of SMAN 87 Jakarta who has given the writer advices in teaching and doing this research.

7. The writer wants to give her sincerest gratitude to her beloved parents, M. Fauzie and Aryani, for their support and always pray for her until the

iv

and Irma who always give her support and courage through these years and thanks for being the best, the funniest, and the craziest friends.

9. Her friends in English Education Department 2010, class A, B, and C. thanks for giving support, sharing their time and being good friends. 10.Her others best friends: Lita, Inggit, Diah, Tyas, Nevi, Aping, Cempaka,

Ria, Bangga, Rendy, Butet, Fia, Cuda, and Ojan who have pushed me to finish this research very soon. Thanks guys for always being by my side. 11.Fajar Hayat Putra, S.Pd., who never tired in supporting and praying for

me. Thank you for your thought, time, and love.

12. All people who have given their help in writing this “Skripsi” that the writer could not mention it one by one.

The words are not enough to appreciate for their help and contribution in writing this “Skripsi”, may Allah SWT., bless them all. Finally, the writer realizes that this “Skripsi” is not perfect yet. Therefore, the writer would like to accept critics and suggestion from everyone who reads this “Skripsi”

Finally, the writer expects this “Skripsi” will give valuable information for development of education and become the inspiration for people who read it.

Jakarta, 9th December 2014

v

Page

APPROVEMENT SHEET ENDORSEMENT SHEET

SURAT PERNYATAAN KARYA SENDIRI

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I: INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 5

D. Formulation of the Problem ... 5

E. Objectives of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II: THEORETICAL FRAMEWORK A. The Concept of Writing ... 7

1. Definition of Writing ... 7

2. Teaching Writing Approaches ... 8

vi

3. The Language Features of Recount Text ... 12

4. The Sample of Recount Text ... 12

C. Computer-Assisted Language Learning (CALL) ... 13

1. Definition of CALL ... 13

2. Types of CALL ... 14

D. Social Networking Sites ... 14

E. Facebook as Computer-Assisted Language Learning (CALL)... 16

F. Teaching Writing Through Facebook ... 17

G. Advantages and Disadvantages of Using Facebook in Teaching Writing ... 18

H. Peer Assessment in Writing ... 20

I. Advantages and Disadvantages of Peer Assessment ... 20

J. Conceptual Thinking ... 21

K. Relevant Previous Study ... 22

CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Study ... 25

B. Method of Study ... 25

C. The Population and Sample ... 26

D. Technique of Data Collecting ... 26

E. Technique of Data Analyzing ... 28

F. Statistical Hypotheses ... 33

CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATIONS A. Research Findings ... 35

1. Data Description ... 35

2. Data Analysis ... 40

vii

A. Conclusion ... 46

B. Suggestion ... 47

BIBLIOGRAPHY ... 48

viii

Table3.1 Rubric of Written Test Assessment ... 28

Table 4.1 The Test Result of Experimental Class ... 35

Table 4.2Interview Specification and the Students’ Response ... 37

Table 4.3 The Test Result of Controlled Class ... 39

ix

Page

Appendix 1 Pre-test and Post-test ... 51

Appendix 2 Kisi-Kisi Interview ... 53

Appendix 3 Interview Sheet ... 55

Appendix 4 Lesson Plan ... 57

Appendix 5 Sample of students’ writing in Facebook ... 91

Appendix 6Sample of the students’ pre-test and post-test ... 95

Appendix 7 Interview Script ... 99

Appendix 8 Pre-test and Post-test score ... 104

Appendix 6 Surat Pengesahan Proposal Skripsi ... 105

Appendix 7 Surat Bimbingan Skripsi ... 106

Appendix 8 Surat Permohonan Izin Penelitian ... 107

1

This chapter presents and discusses the background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.

A.

Background of Study

Many researchers conduct some researches about the effectiveness or the relationship between Computer-Assisted Language Learning (CALL) and foreign language mastery. They used software application, audio-visual media, website, social networking sites, and so on. For example, researchers from Malaysia -Yunus and Salehi- held the research with the title “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students‟ Perceptions”, the findings showed that „Facebook groups‟ is an effective tool in improving the students‟ writing skills, especially in the brainstorming of ideas before the actual writing.1 In contrast, the result of a research by Mardi (a skripsi at UIN Jakarta) with the title “The Effectiveness of Using ICT (Information Communication and Technology) on

Students‟ English Achievement” showed that using ICT is more difficult than using

non-ICT. So, the students‟ English scores taught by using non ICT are better than those who were taught by using ICT.2 Those studies motivate the writer to conduct a research about CALL too in order to know whether it can be an effective tool as Yunus and Salehi said or a difficult tool according to Mardi‟s research.

Today, the education world is moving toward the use of technology. Learners love everything related to technology and internet, so that new technology is highly

1 _{Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching}

and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information Technologies Issue 1, (6) 2012, p. 87.

2 _{Teni Mardi, “The Effectiveness of Using ICT (Information Communication and}

Technology) on Students‟ English Achievement”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2011), not published.

motivator which they can take advantages of. The advent of smartphones, tablet computers and Wi-Fi at school or campus means that students are always connecting, sharing, publishing, playing and networking with other people in the world.

Computers are used widely in teaching and learning languages. They are used for many applications in the teaching and learning process. In EFL context, we have to answer on how to use computers most effectively to support language learning. One of the ways to use CALL in language learning effectively is by using social networking sites (SNs) in the teaching and learning process.

According to Krashen in Surthiwartnerueput and Wasanasomsithi‟s article, by

using SNs, students can decrease their anxiety and can be more motivated in learning English. It is because many learners often have problems such as the anxiety of speaking in front of their friends, the fear of making mistakes, and many other negative feelings in participating in normal classroom condition.3 When students can decrease their negative feelings in learning, the material can be taught easily by the teacher.

Now, we know Facebook as one of many social networking sites in the world. In Facebook, people can share their thought, photos, videos, location, and so on to the world. Not only those but also we can use it for media to learn especially in writing. Actually, many people love to write their idea, experience, or something inspiring in some social media. It can be said that everyone has an opportunity to write anything and to be read by the others. The writer sees this as a chance to enhance the students‟ writing skill.

Furthermore, Indonesia has English Standard Competence to guide teachers to teach writing. As what is stated in Curriculum of 2013, the students in senior high school level have to be able to write some kinds of texts in order to achieve the learning goals formulated by government. One of those texts is recount text. The

3_{Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi, “Effects of using Facebook as}

a Medium for Discussions of English Grammar and Writing of Low-Intermediate EFL students”.

main material is recount text as a simple oral and written text about experience/activity/event.

In the area of EFL, writing has many uses and functions. To begin with, the ability to write acceptable scientific English is essential for post-graduate students who must write their dissertations in English. Moreover, writing EFL allows for communication to large numbers of people all over the world. It also provides students with physical evidence of their achievement. This in turn helps them to determine what they know and what they don't know. Writing can also enhance students' thinking skills. Additionally, writing can enhance students' vocabulary, spelling, and grammar. Finally, writing skills are often needed for formal and informal testing.4 So, writing is important because it has many functions in mastery English. If someone learns the writing skill, automatically they can communicate with people in the world, improve their thinking skills because writing can stimulate their brain to produce idea, develop their vocabulary, spelling, and grammar, and help them in many tests in the future.

Based on the writers‟ observation when teaching in tenth grade of SMA

Negeri 87 Jakarta, some students said that they like writing using English so much especially in their personal blog or their social media account. It makes their writing can be read by foreigner and get a response or comments from them. In contrast, the other students said they really dislike writing because they have no idea and a will to start their writing even though they all have social networking sites account. Moreover, the basic reason why they do not want to write is they are too afraid to make a mistake in writing either the grammatical error or the wrong diction. Furthermore, their writing scores are not really good but just average. It happened because the grammatical error and the structure of writing.

4

Abdel Salam Abdel Khalek El-Koumy, Teaching and Learning English as a Foreign Language: A Comprehensive Approach, (USA: Educational Resources Information Center (ERIC), 2004), p. 106.

The students‟ low ability in writing can be caused by technical problem. The teacher does not provide the chance for the students to practice writing. Students may not write very much because the teacher does not give enough writing tasks. The teacher sometimes does not ask the students to do writing tasks because assigning and correcting students‟ writing takes much time.

From those cases, the writer wants to know how a social networking site has a role in their writing skill and how effective a social media for everyday use while enhancing their writing skill. In addition, the writer also wants to improve their writing through this research.

There are some solutions of this problem. One of the solutions that can help the students to practice their writing skill is by using SNs especially Facebook in the learning process. As students become increasingly connected through social networking sites such as Facebook, it is important for us to explore how these can be utilized specifically in the foreign language classroom. As users connect, they are able to share their idea in writing. This could allow the instructor to facilitate discussion among students of target language and culturally relevant material. The writer will teach recount text which are the students have to retell their past activities. Learners can write their thought for their task, find the other sources in the internet, give comments and argue each other in the tasks that given by the teacher.

Based on the background above, the writer would like to take a research under the title: “The Effectiveness of Using Social Networking Site in Teaching Writing of

Recount Text at SMA Negeri 87 Jakarta”

B.

Identification of the Problem

From the background of the study written above, the researcher identifies problems as below:

1. From previous observation in SMA Negeri 87 Jakarta, many students have some difficulties in writing by using English, they are; they have no idea and a

willingness to write, and they are too afraid to write in English because they do not master the grammar and some vocabulary.

2. Students did not get good scores in writing.

3. Students become addicted in using social networking sites without realizing of many advantages that they can take.

C.

Limitation of the Problem

To avoid misunderstanding in interpreting the problem, it is important to limit the problem. The limitations of the problem are:

1. The writer limits the subject matter to the teaching and learning writing.

2. The writer will use Facebook as media when she gives assignments to the students.

D.

Formulation of the Problem

The analysis of the writer will be mainly based on the theories in some books or it will be done through library research. Moreover, the analysis will also be based from the internet study. The formulation as follows:

Is social networking site effective in teaching writing of recount text at SMA Negeri 87 Jakarta?

E.

Objective of the Study

Based on the formulation above, the objective of study is to find out whether the use of social networking site is effective in teaching writing of recount text or not.

F.

Significance of the Study

The significance of this writing might be expected as follows: 1. The Writer

This study is expected to give the new information to the writer about how to teach writing by using social networking site.

2. The English Teachers

This finding (result) of this study is expected to provide useful information about a media used in teaching writing and it is hoped to be applied in teaching and learning process.

3. The Further Researcher

This study is expected to give new knowledge to the further researcher to do the better research of teaching and learning cases.

7

This chapter presents and discusses the concept of writing, the concept of recount text, Computer-Assisted Language Learning, Social Networking Site, Facebook as Computer-Assisted Language Learning, teaching writing through Facebook, advantages and disadvantages of using Facebook in teaching writing, peer assessment in writing, advantages and disadvantages of peer assessment, conceptual thinking, and relevant previous study.

A.

The Concept of Writing

1.

Definition of Writing

The definition of writing according to Langan is “Writing is a skill. People

who believe that writing is a „natural gift‟ rather than a learned skill may think they are the only ones for whom writing is unbearably difficult.”1

It means that people who think that writing is really hard judge that everyone else‟s writing is easy. On the other words, that people imply that they simply do not have a talent for writing, while others do. This attitude shows that they try to avoid writing and while they are writing, they do not try their best. So, writing is a learned skill that can be learned by everyone without worrying whether they have talent to do this or not.

As Rosen points out in Hedge‟s book, writing is detached from the wide range

of expressive possibilities in speech. Compared with speech, effective writing requires a number of things: a high degree of organization in the development of ideas and information; a high degree of accuracy so that there is no ambiguity of meaning; the use of complex grammatical devices for focus and emphasis; and a careful choice of vocabulary, grammatical patterns, and sentence structures to create a

1

John Langan, College Writing Skills with Readings-6th Ed., (New York: McGraw-Hill, 2005), p. 12.

style which is appropriate to the subject matter and the eventual readers.2 It can be said that writing is definitely different with speaking. A writer is unable to exploit all the devices available to a speaker such as: gesture, body movement, facial expression, pitch tone of voice, stress, and hesitations. In contrast, a speaker can clarify and revise ideas as listeners question or disagree directly while a writer cannot.

From Tangpermpoon‟s opinion, writing is known as the most complicated skill to master for language learners because they need to have several background knowledge of L2 about the rhetorical organizations, proper language use or specific lexicon with which they want to deliver to their readers.3 When students write, they need to have some thoughts or ideas in their head to be expressed in their writing and it takes some times. From that definition, it can be concluded that writing is a quite difficult skill to master for language learners.

From all definitions above, it shows that writing is a way for a person to show their personal thoughts about something, someone, or any other ideas. Not only that but also it can be as a way to communicate with others if the writer shares their writing to someone else or public. By writing, someone can enhance their thinking skill because writing needs well-organized ideas to make it interesting to read by the readers. Everyone can learn to write because writing is a skill not a natural gift.

2.

Teaching Writing Approaches

There are three main approaches according to Tangpermpoon, they are:4 a. Product-Based Approaches

Basically, writing in product-based approaches has served to reinforce L2 writing in terms of grammatical and syntactical forms. Writing in the product-based

2

Tricia Hedge, Resource Book for Teachers: Writing, (New York: Oxford University Press, 1998), p. 5.

3_{Thanatkun Tangpermpoon, “Integrated Approaches to Improve Students Writing Skills for} English Major Students”, ABAC Journal 28, No. 2(2008), p.1.

4

approach overemphasizes on the importance of grammar, syntax, and mechanics instead of the writing purpose itself.

b. Process-Based Approaches

Process-based writing is viewed as the way or the whole step from beginning stage until the ending stage of written product that writers work on their writing projects. The concept of this approach is an activity in which teachers encourage

learners to see writing not as grammar exercises, but as the discovery of meaning and ideas. It can be said that the grammar, syntax, and mechanics are not really important in the first writing but the process of write better step by step is very crucial.

c. Genre-Based Approach

The genre-based approach is the way to language and literacy education that combines an understanding of genre and genre teaching together in the writing class. Writing in the genre-based approach is regarded as an extension of the product-oriented approach since learners have an opportunity to study a wide variety of writing patterns, for instance, the business letter, the academic report, and the research paper. Like other writing approaches, the genre-based approach is increasingly used in the L2 writing classroom due to having certain strengths. The focus of writing in this approach aims at integrating the knowledge of a particular genre and its communicative purpose; these help learners to produce their written products to communicate to others in the same discourse community successfully.

3.

Writing Process

Good writing skills are essential for effective communication. Learning to write well takes time and needs practices. The process of writing can be divided into the following stages:5

5

John Langan, Exploring Writing: Sentences and Paragraphs-2nd Ed., (New York: McGraw-Hill, 2010), p.17-31.

a. Prewriting

Prewriting is anything that someone does before he writes a draft of his document. It includes thinking, taking notes, talking to others, brainstorming, outlining, and gathering information (e.g., interviewing people, researching in the library, assessing data).

b. Writing the first draft

In this part, students put their ideas on paper. A draft is where students begin to record their ideas and add information of their research and experience. At this time, they write without major attention to punctuation, grammar, or neatness. Some teachers may refer to this as a rough draft. The purpose of the rough draft is for the student to focus on his/her ideas and get them on paper without the distraction or fear of making mistakes in grammar, capitalization, punctuation, or paragraph structure.6 c. Revising

Revising is as much a stage in the writing process as prewriting, outlining, and doing the first draft. Revising means that you rewrite a paragraph or paper, building upon what has already been done in order to make it stronger.7On the other words, revision is the gaps, clumsy wording, lack of clarity, inadequate detail, and other problems can be transformed into a solid essay through the process of reworking.8 Revising can be said as checking or seeing again our own writing or

someone else‟s writing whether there are some mistakes in the structure, spelling,

capitalization, words choice, organization of idea, content, etc. d. Editing

Editing is the next step after people revised his paper. When editing, someone have to correct the errors that he/her has made in his/her writing. When someone believe that he has said what he want to say the way he want to say it, he is ready to edit their paper to be a better writing than before.

6

George Braine and Claire May, Writing from Sources: A Guide for ESL Students, (California: Mayfield Publishing Company, 1996), p. 29.

7

Langan, op. cit., p. 33.

8

So, there are four processes of writing according to Langan. First, prewriting is a process that can help someone think about and create some materials of his writing. Next is writing the first draft. The first draft means the rough draft which consists of some main ideas and detail information without considering the language features. Then, revising is checking the writing again in order to make correction. The final process is editing which the writer must correct their writing.

B.

The Concept of Recount Text

There are some genres that should be studied by senior high school students; one of them is recount text. According to Nafisah and Kurniawan as cited in

Nurohmah‟s article, recount text is a text that retells the sequence of events or

experiences which someone has ever got in the past.9 Anderson and Anderson stated that recount is “a piece of text that retells past events, usually in the order in which

they happened”.10 It means that the writers or the speakers have to tell again to the readers or listeners about their activity in the past chronologically.

Even though recount text had been studied since junior high school, sometimes the students had problems in writing it. It is because in writing recount text, the students should know the purpose of the text, and be aware in using the schematic structures and applying language features.

1.

The Purpose of Recount Text

The purpose of recount text is to reconstruct past experiences by retelling events in original sequence.11 It can be said that the writer will tell his or her past activity in some paragraphs in chronological order.

9

Iin Nurohmah, “An Analysis of Students‟ Recount Text by Using Systemic Functional

Grammar”, Passage 1, No. 2 (2013): 90.

10

Mark Anderson and Kathy Anderson, Text Types in English Type 1, (Australia: Macmillan, 2003), p. 48

11

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 20.

Furthermore, it is to provide the audience with a description of what occurred and when it occurred.12 It shows that the purpose of recount text is to give the explanation about the process and time of events that happened.

2.

The Schematic Structure of Recount Text

The schematic of recount text consists of three parts, namely orientation, event, and reorientation. The further explanation is as follows:13

a. Orientation, a first paragraph that gives background information about who, what, where, and when.

b. Event is a series of paragraph that retell the events in the order in which they happened.

c. Reorientation is a concluding paragraph of all the events that had been told. (not always necessary)

Hence, the schematic structure of recount text has three sections which the first paragraph, called orientation, tells the characters who involved in story; what happened in general, the place where the events happened, and the time of the events. Next, event tells what happened in sequence. The last is re-orientation as an ending paragraph.

3.

The Language Features of Recount Text

According to Mark Anderson and Kathy Anderson the language features of recount text are:14

a. Proper noun to identify those involved in the text.

b. Descriptive words to give details about who, what, when, and where. c. The use of the past tense to retell the events.

d. Words that show the order of events (for example: first, next, then, etc.)

12

Anderson and Anderson, loc. cit.

13

Ibid., p. 50.

14 Ibid.

4.

The Sample of Recount Text

This is one example of recount text:15

„The X Files‟

„The X Files‟ is one of television‟s most popular shows,

watched each week by millions of people in over sixty countries. The show was created by Chris Carter, a former magazine editor, who always wanted to make a cool and scary television

series. His idea for „The X Files‟ came after he saw the results of a

survey that said three out of every hundred Americans believed that aliens had captured them.

Carter‟s next step was to produce a pilot episode, which

was to be the beginning of the series. When it was shown on American television it received poor reviews.

After a while the audience grew and „The X Files‟ became

popular with both adults and teenagers. By this time Carter was able to spend more on production.

„The X Files‟ has been nominated for many awards and

continues to attract a growing audience.

C.

Computer-Assisted Language Learning (CALL)

1.

Definition of CALL

Computer assisted language learning (CALL) is both exciting and frustrating as a field of research and practice. It is exciting because it is complex, dynamic and quickly changing – and it is frustrating for the same reasons. CALL expanded in

1980‟s and 1990‟s with accessibility of personal computers for language learners.16

15

Ibid. p. 50.

16_{Omer Eren, “Students‟ Attitudes towards Using Social Networking in Foreign Language} Classes: A Facebook Example”, International Journal of Business and Social Science 3, No. 20 (Special Issue – October 2012), p. 288.

ORIENTATION

RE-ORIENTATION

SEQUENCE OF EVENTS

CALL is defined by Davies as “an approach to language teaching and learning in

which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a sustainable interactive element".17 In addition, Maley stated that CALL is the newest in the several of modern language learning aids which began with gramophone.18 So, CALL is a process that uses a computer and, as a result, it improves learner‟s language.

2.

Types of CALL

Types of CALL programs/materials include (from ICT4LT Module 1.4)19: a. CALL-specific software: applications designed to develop and facilitate language

learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)

b. Generic software: applications designed for general purposes, such as word-processors (Word), presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spread sheet (Excel), that can be used to support language learning (see examples of using Excel for language learning & teaching) *Also see Microsoft Office Online Templates)

c. Web-based learning programs: online dictionaries, online encyclopaedias, online concordances, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, social networking sites, etc.

d. Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board, etc.

17

Mahdi, op.cit., p.192.

18

David Herdisty and Scott Windeatt, CALL: Resource Books for Teachers, (Oxford: Oxford University Press, 1989), p. 3

19

Davies G., et al., “Introduction to Computer Assisted Language Learning (CALL); Module 1.4 in Davies G. (ed.)”, Information and Communications Technology for Language Teachers (ICT4LT). Slough: Thames Valley University. 2012. Available at: http://www.ict4lt.org/en/en_mod1-4.htm, accessed on 23-01-2014.

D.

Social Networking Sites

As can be seen above, social networking sites (SNs) is one of CALL types which involves in web-based learning programs. Rigby said that social networks have become places where young people spend a considerable part of their lives.20 In these places, they create identities, make friends, share the idea, and so on. Moreover, Boyd and Ellison in Harrison and Thomas‟ article define SNs as web-based services that allow individuals to: 1) construct a public or semi-public profile within a bounded system, 2) articulate a list of other users with whom they share a connection, and 3) view and traverse their list of connections and those made by others within the system.21 Hence, SNs is web sites for everyone who has same interest in particular things where they can create their own profile, discuss their favourite topic, and connect by making connections through individual or groups.

The term “same interest” can also be used for “same objective” in foreign

language classes. There are self-expression and social interaction in SNs, some of the most important contexts for language use, which can be created or imitated by teachers in foreign language (FL) classrooms to enhance language acquisition. SNs are also popular among the learners. This makes SNs attractive possible sites for FL practice.

If the teachers involve the pedagogic material in SNs activities as FL experiences, students can be more motivated and spend more time on the FL tasks. Then, it can be used for communicating and connecting with others in the second language (L2) or FL through a class which learners will become well poised to establish relationship with other speakers of L2 via SNs in the future and to become

20

Ben Rigby, Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0, (San Francisco: Jossey Bass, 2008), p. 59.

21

Richard Harrison and Michael Thomas, “Identity in Online Communities: Social Networking Sites and Language Learning”, International Journal of Emerging Technologies & Society 7, No. 2, (2009), p. 111.

autonomous, lifelong learners.22 SNs therefore are a promising tool for FL education in their capacity to be used by learners as FL practice.

Teachers may use one or more than one SNs as a media. It depends on the needs and goal of learning. From various kinds of SNs such as Facebook, MySpace, Twitter, Path, YouTube, and so on, the writer chose Facebook because it provides a group application which lets the teachers use the internal elements to manipulate groups for FL class.

E.

Facebook as Computer-Assisted Language Learning (CALL)

In this research, the writer will talk about Social Networking Sites (SNs) especially Facebook which is included in Web-based learning programs. According

to Stelter‟s definition in Suthiwartnarueput and Wasanasomsithi‟s article, “Facebook is a one of the most popular social networking sites which allow users to post any information, chat with friends or other users, and collaborate within the system”.23 It is also a technological tool which can nurture the student-teacher relationship by creating positive learning experiences for both parties stated Mazer, Murphy and Simonds.24 So, Facebook is one of social networking sites that can be used by everyone all over the world to post any updates or information, share photos, chat or argue with other users, and also to be a media for learning some subjects or many things. Students not only have greater chances to collaborate with many people in the world but also can learn English at the same time if they use Facebook as a tool for their study by spending time browsing profiles, meeting new people, and exploring relationships using the English Language.

Students use Facebook primarily for „social searching.‟ That is, students use

Facebook to learn more about a person they have met. It is also used for social and

22_{Kara McBride, “Social}

-Networking Sites in Foreign Language Classes: Opportunities for

Re-creation”, www.slu.edu, Internet, available from

http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf, accessed 3o September 2014, p. 35.

23

Suthiwartnarueput and Wasanasomsithi, op.cit., p. 195.

24

emotional support and as a resource to find information. According to Rita, Facebook

can have a positive influence in improving learners‟ literacy.25

She explains in her paper that learners can comment and get a good feedback from others. The helpfulness comment and peer reviewing can be a strong expert input for learners. Facebook can be a meaningful environment for learning English for language learners. There are many applications that are available to use. Facebook is not only for fun, but also can be a useful site to improve students‟ language skill.

F.

Teaching Writing Through Facebook

Teachers can use Facebook as a media to motivate students to write. Facebook is popular among students that they will find it is fun to practice their writing on this site. Learners may not realize that they are learning through their everyday routine which is many of them using Facebook as a media to write their informal writing. The teacher can ask the students to do writing task as homework since there is not enough time to practice writing in the classroom.

In Facebook, there is an application named Facebook group. It can be used by teachers to share materials to the students in a whole class. „FB groups‟ provides a space where ideas are posted in view of all, to be open to criticism as well as praise.26 Higher order thinking skills are needed in organizing, synthesizing and analyzing the ideas whether by individual, peers, or groups in constructing new knowledge. Then,

„FB groups‟ provides ample opportunities for students to practice and improve their writing skills.27 Students can learn many new sentences from reading their friends‟ comment and they feel obliged to respond them which it can enhance their writing skill.

25 _{Rita Inderawati Rudy, “From Classroom to Peer Comment in Facebook: Bridging to} Establish Learners‟ Literacy”,International conference “ICT for language learning”,(Sriwijaya University Palembang: Pixel, 4th edition , 2011), P. 1.

26_{Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching} and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information Technologies Issue 1, (6) 2012, p. 90

27 Ibid.

Undeniably, students often use their social networking account to write some informal writing to express their ideas or personal thoughts. Strangely, students

considered these types of informal writing as “communication” and not likened to the “writing” tasks that are given in schools.28

The researcher believes that FB has potential benefits to improve students‟ writing skills by being the link between

academic “writing” and outside “communication”.

G.

Advantages and Disadvantages of Using Facebook in Teaching

Writing

There are some advantages and disadvantages of using Facebook in teaching writing according to Yunus, Salehi, and Chenzi:29

1. Advantages:

a. Most students now are digital natives, so Facebook engage them by presenting material in a way that is familiar and comfortable for them.

b. Students can get enough input from Facebook so they will develop students‟

writing skills. In Facebook, teacher‟s notes can be viewed with chronological

order. This is very convenient when preparing lessons that build upon previous materials taught in the class.

c. Students will have a larger audience when they use Facebook. Working online fosters a sense of global interaction. Students can communicate with their teachers and friends by Facebook. This is especially helpful for shy students who might not otherwise reach out.

d. Facebook allow for multimedia interaction which brings together pictures, videos, links and so on.

28 Ibid.

29 _{Melor Md Yunus, Hadi Salehi, and Chen Chenzi, “Integrating Social Networking Tools} into ESL Writing Classroom: Strengths and Weaknesses”, English Language Teaching 5, (8), 2012, p. 44-45

e. Students will take responsibility for their works because they have a larger audience when they use Facebook. This may empower them and their work and leads to self-directed learning.

f. Students can read comments for the class as a whole and comments directly and individually on them. This maximizes feedback and contact with the teacher. g. Parents can view their children‟s work and progress.

2. Disadvantages:

a. The relationship between teacher and students can somehow be tricky. Teachers need to realize that even though the environment is virtual, the identity should not be hidden.

b. It takes time to design, edit and modify digital learning materials for teachers. Sometimes it is time-consuming and frustrating to search for the materials online. Moreover, the learners will be encountered with a pool of information with little control over the quality and accuracy of the content.

c. The learners must have access to computer and internet. Hence, when the technology is not reliable or the internet is not available, the learners will be faced with difficulties.

d. Some learners find it so difficult to read the materials online because they are accustomed to the traditional book-centered approach.

e. Students will spare more time on playing computer games and chatting on-line on the pretext of doing writing on internet.

f. Writing tasks online will lead students to „copy-paste‟ from the extensive online resources without thinking.

In conclusion, almost all of things in the world have strengths and weaknesses and so do Facebook. People can take the good side of this site and avoid the negative side to support the teaching and learning activities especially in teaching writing.

H.

Peer Assessment in Writing

Assessment is a key element in language learning. There are some variants of assessment in writing. One of them is peer assessment. Referring to Falchikov in

Ako‟s book, “peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of excellence for that product or event which students may have been involved in determining”.30 Moreover, Liu and Hansen in Bijami, et.al., emphasized that peer assessment is sources of information and a medium of interaction that involves

comment and critique for each other‟s‟ writing in both written and oral formats in the

process of writing. It is a way that learners assume roles and responsibilities normally taken on by a formally trained teacher, tutor, or editor.31 On the other words, in peer assessment, every student has to give their personal comment, suggestion, and

correction to their friend‟s writing in both written and oral formats based on the certain criteria of the material.

I.

Advantages and Disadvantages of Peer Assessment

As Bijami, et. al., said in their article, there are some advantages and disadvantages of peer assessment.32 They are:

1. Advantages

a. Peer feedback encourages student to participate in the classroom activity and make them less passively teacher- dependent

b. Using peer feedback can lead less writing apprehension and more confidence as well as establish a social context for writing.

c. Peer feedback is beneficial in developing critical thinking, learner autonomy and social interaction among students.

30 _{Wāhanga Whakapakari Ako}

, Assessment Matters: Self-Assessment and Peer Assessment, (New Zealand: Teaching Development Unit, 2012), p. 10.

31

Maryam Bijami, et.al., “Peer Feedback in Learning English Writing: Advantages and

Disadvantages”, Journal of Studies in Education 3, No. 4 (2013), p. 93.

32

d. The practice of peer feedback allows students to receive more individual comments as well as giving reviewers the opportunity to practice and develop different language skills

2. Disadvantages

a. Some students believe teacher feedback is more qualified

b. Most peer responses focused on product rather than the processes of writing, and many students in L2 contexts focused on sentence- level errors (local errors) rather than on the content and ideas

J.

Conceptual Thinking

According to the writer, writing is an activity for expressing someone‟s

personal thought towards something, someone, and so on. Moreover, writing is a skill that quite challenging for language learners to master because they need to know some information about the organization of idea, the appropriate language use, the grammar, etc. EFL learners need a media that they can use for practicing, reviewing, and discussing their writing with the teachers or the other students without anxiety and shyness. Therefore, a Facebook may be a new media that they can take advantages of to learn English and increase their writing skill.

The most successful social networking site is Facebook.33 This Web site has hundreds of millions of users and it is an enticing way for students to form an online community. One of the problems, however, is the possibility of privacy infringement as students get more confident in their English writing skills and become more open to talk about their private lives online. Not only that, but also students can practice their English writing skills everywhere. It may be necessary for teachers and students to discuss some ground rules for using Facebook before starting to use it. Besides,

33

Robert Chatrand, “Social Networking for Language Learners: Creating Meaningful Output

with Web 2.0 Tools”, Knowledge Management & E-Learning: An International Journal 4, No. 1(2012), p. 99.

students can do peer assessment in their friends‟ writing and it can be seen by the whole students that join on the FB group. It is, however, an excellent way to communicate as the content that is posted to the site may motivate learners to share ideas and thoughts that would be very difficult to duplicate in a classroom setting.

K.

Relevant Previous Study

The findings of “Effects of Using Facebook as a Medium for Discussions of

English Grammar and Writing of Low-Intermediate EFL Students” by Suthiwartnarueput and Wasanasomsithi in Electronic Journal of Foreign Language Teaching showed a statistically significant difference between the mean scores of the pre-test and the post-test (t = 6.65, p = 0.00). Most common topics of discussion involved sentence structures, followed by word meanings, parts of speech and then relative clauses. It was found that English grammar was worth promoting for discussions on Facebook because there were correlations between the gain scores in the grammar and writing parts at the significant levels (r = 0.399 in the pre-test and r = 0.859 in the post-test).34 The students also had positive attitudes toward using Facebook as a means of learning grammar and writing. As an alternative learning tool, Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge.

In addition, “Students‟ Attitudes towards using Social Networking in Foreign Language Classes: A Facebook Example” by Eren aims to investigate students‟ attitudes towards use of social networking sites, Facebook in particular, in language classroom.35 This study was carried out at a university in Gaziantep, Turkey with 48 undergraduate students who were enrolled in one year compulsory English preparatory class. The research design included a 5 point Likert-type questionnaire and semi-structured interviews. It was found out that students have a very positive attitude towards the use of Facebook activity as a supplement to language classroom,

34

Suthiwartnarueput and Wasanasomsithi, op.cit., p. 194.

35

but traditional classroom based language learning still remains a backbone for language education.

Furthermore, “The Effectiveness of Facebook Groups on Teaching and

Improving Writing: Students‟ Perceptions by Yunus and Salehi indicated that this

study attempted to investigate the students‟ perceptions on the effectiveness of Facebook (FB) groups for teaching and improving writing.36 The authors saw a need to carry out this study as it provides a platform to discover pedagogical implications that would benefit the Y-generation in terms of improving their writing skills in a Malaysian ESL context. The respondents of this research comprised 43 third year

students completing their bachelor‟s degree in TESL, in the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). The students‟ perceptions were measured through a questionnaire comprising 10 close-ended items and 3 open-ended ones. Respondents were required to participate in a Facebook group created by the

researchers. The Facebook group, called „Write Out Loud‟ was hosted by Facebook here: http://www.facebook.com/home.php?sk=group_193133474042344&ap=1. The

findings showed that „Facebook groups‟ is an effective tool in improving the students‟ writing skills, especially in the brainstorming of ideas before the actual

writing. The results of this study may be beneficial to ESL educators in incorporating ICT into their teaching repertoire.

In contrast, “The Effectiveness of Using ICT (Information Communication and Technology) on Students‟ English Achievement” by Mardi (a skripsi at UIN Jakarta) showed that the result of this research using ICT is more difficult than using non-ICT.37 So, the students‟ English scores taught by using non ICT are better than those who were taught by using ICT. In other words, the null hypothesis is accepted or there is no significance influence of using ICT in teaching English. This research used a Quasi-Experimental study which applied pre-test and post-test in both

36

Yunus and Salehi, op. cit., p. 87.

37 _{Teni Mardi, “The Effectiveness of Using ICT (Information Communication and} Technology) on Students‟ English Achievement”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2011), not published.

experiment class and control class. He did the research for six meeting by using ICT when teaching English to the first grade students of SMP Darussalam Ciputat.

25

This chapter presents place and time of the study, method of study, population and sample, techniques of data collecting, technique of data analysing, and statistical hypothesis.

A.

Place and Time of the Study

The writer conducted the research for about five months, starting from July to December 2014. Then, she took the data at the first year of SMAN 87 Jakarta. The school is located at Jalan Mawar II, Pesanggrahan-Jakarta Selatan. She chose this school because the English teachers seldom use social networking sites in teaching and learning process.

B.

Method of Study

The design of this study is quantitative by using quasi-experiment with pre-test and post-pre-test in which the writer used Facebook when giving some writing assignments to the tenth grade of SMA Negeri 87 Jakarta.

There were two variables involved in this research. They were Social Networking site as an independent variable and writing recount text as a dependent variable. The writer compared the results of two classes of the first year students of SMA Negeri 87 Jakarta, to know if there are any significant differences in teaching writing of recount text with and without using Social Networking site (Facebook). They were experimental class and controlled class. She used Facebook when giving some assignments in experimental class and she did not use it in controlled class.

C.

Population and Sample

The experiment was done at the first year of SMA Negeri 87 Jakarta that involved the process of teaching writing by using Social Networking site; Facebook. The population of the research was the tenth grade of students SMA Negeri 87. There are six classes consist of X MIA 1, X MIA 2, X MIA 3, X IIS 1, X IIS 2, and X IIS 3, so there are 215 students in all.

The sample of research is two classes that are X IIS 2 as controlled class and X IIS 3 as experimental class. They were chosen by using purposive sampling technique because of some considerations. There are the same curriculum, subject material, and the teacher of those classes. Purposivesampling technique, according to Husaini Usman and R. Purnomo Setiady, is used when the researcher only take the sample which is suitable with the purpose of the research1. The writer took only 50 students as the sample; 25 students from X IIS 2 and 25 students from X IIS 3.

D.

Techniques of Data Collecting

To collect the data, written test was used as an instrument. The test was divided into two tests, pre-test and post-test. The pre-test was given to the students before the treatment and the test after the treatment. Either in pre-test or in post-test, students had to write at least there paragraphs about their past experience.

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 effects of at least one independent variable and one or more dependent variables.2 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

1

Husaini Usman and Purnomo Setiady, Pengantar Statitika Edisi Kedua,(Jakarta: Bumi Aksara, 2008), p.186

2

Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education (Fifth Edition), (New York: McGraw- Hill, 2003), p. 268

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’ skill of writing recount text. The pre-test was an essay test which they must tell their past holiday activity in 45 minutes.

2. Treatment

The writer taught recount text in the experimental class and controlled class. She gave both classes the same materials but with different media in doing some assignments. The experimental class’ students used Facebook in writing recount text task which they had to write, upload, give comments, and interact with the teacher and the other students.Meanwhile, the controlled class’ students only wrote and gave feedback or comments in their book and interacted with the teachers and students only in the classroom.

3. Post-Test

The next step, the writer gave the post-test to both classes after the lesson finished. In the post test, learners had to choose one of three topics to write in 45 minutes, they are Junior High School best moment, embarrassing moment, and sad moment.

The results of pre-test and post-test was collected and compared to know the effectiveness of using Social Networking site (Facebook) in teaching writing of recount text.

4. Interview

Finally, three students were interviewed by some questions that consist of advantages of peer assessment and using FB in teaching writing. The purpose of interviewing the students was to know whether their activities in Facebook were beneficial for them or not.

E.

Technique of Data Analyzing

Rubric of written test assessment from Arthur Hughes’ book was used in assessing students’ writing test:3

Table 3.1. RUBRIC OF WRITTEN TEST ASSESMENT

No. Aspects Scale Criteria

1. Grammar

6 Few (if any) noticeable errors of grammar of word order.

5 Some errors of grammar or word order which do not, however, interfere with comprehension.

4

Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.

3

Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part.

2 Errors of grammar or word order very frequent; reader often has to rely on own interpretation.

1 Errors of grammar or word order so severe as to make comprehension virtually impossible.

2 Vocabulary

6

Use of vocabulary and idiom rarely (if it all) distinguishable from that of educated native writer.

5

Occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired.

3

Arthur Hughes, Testing for Language Teachers-2nd Ed. (UK: Cambridge University Press, 2003), p. 101-102.

4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary.

3 Limited vocabulary and frequent errors clearly hinder expression of ideas.

2

Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.

1 Vocabulary limitations so extreme as to make comprehension virtually impossible.

3. Mechanics

6 Few (if any) noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spellings which do not, however, interfere, with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension.

3 Frequent errors in spelling or punctuation; lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

1 Errors in spelling or punctuation so severe as to make comprehension virtually impossible.

4.

Fluency (style and ease of communication)

6

Choice of structures and vocabulary consistently appropriate like that of educated native writer.

5

Occasional lack of consistency in choice of structures and which does not, however, impair, overall, ease of communication.

4 „Patchy’ with some structures or vocabulary items noticeably inappropriate to general style.

3

Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease communication.

2

Communication often impaired by completely inappropriate or misused structures or vocabulary items.

1

A „hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.

5 Form

(organization)

6 Highly organized; clear progression of ideas well linked; like educated native writer.

5

Material well organized; links could occasionally be clearer but communication not impaired.

4 Some lack of organization; re-reading required for clarification of ideas.

3 Little or no attempt at connectivity, though reader can deduce some organization.

2 Individual ideas may be clear, but very difficult to deduce connection between them.

1 Lack of organization so severe that communication is serious impaired.

SCORE:

Gramm: ____+Voc: ____+ Mech: ____ +Fluency: ____+ Form: ____=______

In analyzing the data, the writer used statistical calculating of t-test to find out the difference scores of student’s achievement in teaching writing using Facebook as a medium compared without using Facebook. Data processing is the step to know the result of both experimental class using Facebook as variable X and controlled class without using Facebook as variable Y, and their differences.

The writer used the comparative technique. The comparative technique is an analysis technique to evaluate hypothesis concerning the differences between two variables examined statistically.

In the comparative technique, the variables are compared to recognize whether or not the differences are significant. The writer will use t-test formula that adapted from Sudijono before using t-test formula; the writer has sought some formula below4:

1. Determining Mean of variable X, with formula:

M1 =

M1 = the average of gained score (mean of variable X)

= sum of gained score (variable X) N1 = number of students (variable X)

2. Determining Mean of variable Y, with formula:

M2 =

M1 = the average of gained score (mean of variable Y)

4

= sum of gained score (variable Y) N2 = number of students (variable Y)

3. Determining standard deviation score of variable X, with formula:

SD1 =

√

SD1 = standard deviation of variable X

= sum of squared gained score of variable X N1 = number of students (variable X)

4. Determining standard deviation score of variable Y, with formula:

SD2 =

√

SD2 = standard deviation of variable Y

= sum of squared gained score of variable X N2 = number of students (variable Y)

5. Determining of standard Error mean of variable X, with formula: SE M1 =

√

SE M1 = standard error mean of variable X SD1 = standard deviation of variable X N = number of students

6. Determining of standard Error mean of variable Y, with formula: SE M2 =

√

SE M2 = standard error mean of variable Y SD2 = standard deviation of variable Y

N = number of students

7. Determining standard error from mean of variable X and variable Y, with the formula:

SE M1-M2 = √

8. Determining t–observation (to) with the formula: to =

9. Determining t-table (tt) in significant level 5% with degree of freedom (df), with formula:

df = (N1+N2) – 2 df = degree of freedom N = number of students

F.

Statistical Hypotheses

Hypotheses in the research are basic assumptions of how the result of the research will be. It is a prediction of a phenomenon. Moreover, in formulating hypotheses, the researcher has to ensure that the hypothesis is real or based on fact. There are two kinds of hypotheses:5

1. Ha : “the use of social networking site is effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta”

2. HO: “the use of social networking site is not effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta”

5

Ranjit Kumar, Research Methodology -3rd Ed., (London: SAGE Publications Ltd., 2011), p. 85.

The researcher predicts that the use of Social Networking Site is effective in teaching writing of recount text or there is a significance difference between the X variable and the Y variable in her research, so she uses the H1 hypothesis.

35

A.

Research Findings

1.

Data Description

The data of students’ achievement was divided into two kinds, namely the data in experimental class and the data in controlled class, which were gained from pre-test and post-test that were applied in both of class.

The test was arranged in a blank paper for pre-test and post-test. To know the result of the test, it will be presented below:

a) The Data of Experimental Class

In the following table is the score of pre-test and post-test in experimental class.

Table 4.1 The Test Result of Experimental Class

Students Pre-Test Score Post-Test Score Gained Score

1 43 76 33

2 46 76 30

3 70 76 6

4 76 96 20

5 40 76 36

6 70 76 6

7 73 80 7

8 73 90 17

9 76 96 20

10 43 76 33

11 66 86 20

13 73 93 20

14 83 90 7

15 63 76 13

16 73 86 13

17 76 80 4

18 60 76 16

19 86 93 7

20 83 86 3

21 63 76 13

22 73 80 7

23 70 86 16

24 56 80 24

25 53 83 30

Ʃ 1648 2065 417

Mean 65.9 82.6 16.7

As mentioned in the table, it can be clarified that the mean score of pre-test in experiment class was 65.9, while the mean score of post-test was 82.6. The total gained score in this class was 417. It can be concluded that there was significant difference in the pre-test and post-test.

To strengthen the students’ data gained in post-test and to know whether the advantages of using FB and peer feedback in recount text writing were proven or not, another data gained in experimental class was from students’ interview. The writer chose three students from the highest score (student 1), middle score (student 2), and the lowest score (student 3) to be interviewed. Here are the interview specifications with the learners’ responses in table as follows:

PosT-

_rEsr

g8

Name:

tlho.

(2atno

Jho^

Class:

X

_

tts

_

z

Date:

Write

a recount

text minimum

250 words

_{in 75}

minutes about:

a.

Junior High

School Best lVloment

b.

Embarrassing

Moment

c.

Sad

Moment

P.S: choose one topic

SMP

N

fl7

bes+

!4ornet'+

Schro

I

in

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e

ap*er

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in

fhe

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Tabel

B

Tabel

Fungsi Distribusi pada Distribusi _{probabiritas t-Student}

dk "t 2 3 4 5

0,00

I

0,005

_{0,0 I}

-3 r8J09 -3,657 -3 t,82t

-22327

4g2s

-.6965

-ro:t

5

-5,841 -4J4 I

-7.1?3 -4,604 _-3 :'41

-5.893 -4,032 -3J65

.0:tT_

9.0!

o,ls

0,20

0,30.

0,40

-12J06

-6j

14 _-3.078

_rJzo

_4'Jzt

_*{i:zs

-4.303 _{-2920 -t,886}

_tg6l

_0S

r7

₄₂₈₉

-3.t82 -2353 -t,63S _0BZs

{584

4'2?7

-2,176 -2,132 _1,533 _0p41 _{569

_-{:7t

-2,571 -2,015 _t,476

_{g20

_{JSS _4'267

-t,440 -0906

-r,4t5

-{.896

-t,397 -0,889.

-1.383 -0,8:: -1,3?2 -0,g79

- i,-163 _-0,tre

-t,356 -O,873

-t.350 -{,t?0 -1.345 -0.868

-t,341 -0.866

dk I 2 3 4 5 6 I

I

9 t0

6

-5208

7

-4385

8

-+5ot

9

-q2gt

l0

-4,t 44

I

r

-4.025

12

-3930

l3

-3,852

14

-3,7 E7

t5

-3,7 33

-3,707 -3,t43

-3199 -2gsr

-3

j

ss

-2,E96

-3250 -2.821

-3.r69 -2J64

-3,r06, -2J18

*3 _.0

55

_-2

.68 I -3..0

!2

_-2,650

-2971

.

-2.624

-2,947 -.?502

-3,686 -2.92t, ).583 -3,646 -2,898 -2,567 -3"6 tO -2,878.,., -2,552

-3579 -2,861 -2,539

-3*s52 -2.845 -2.528

-3527 -2,E31 -2,5t8

-3J05

-2,8t9 -2,508 -3.4 85 -2.807 -2.500

-3,4

67

-2.197 -2.492

-3,4 -s0 -2,787 _-2.48 5

-3.4i5

-2.'179

-3A21 -2,77 t

-3308 -2,763

-3396 ),7s6 -3385 -2,?50

-3J75

2144

-3J65

-2,738

-3356

-2,733

-3348 -2,728

-3J40

-2.724

-3J33

-2.1t9

-3326 1,715

-3J19

1,7t2

-3J 13 -2.708

-3307 -2,704

-2.447 -t.943

-2,365 -t.895

-2,306 -t.860

-2,262 -!.833

-2.228 -t.812 -2,201 -t,796

-2,t79 -t.782

-2.160 -t.??t -2. t45 -1,76t -2,13t -1,753 -2.t 20 -t.746 _t,337

-2.r

t0

_-tJ10

_-t.333

-2,t01

-tJ34

-1,330 -2,093

_-tJ29

-t,328

-2,086 -t.?25 -t,32s -2,080 -1,721 -1,323

-2p74 -t

Jt1

-1,32t

-2,069

-t,7t4

-1,319 -2.064

_-1.7il

_-t.3t8 -2.060 -1,708 -t.316

- t,3 t5 -t,3 14

- r,3 t3

-1.31t

- t,310

3l 32 33. 3q 35 36 37 38. 39 40 t6 l7 t8 t9 20 2t 22 23 24 ?s 26 27 28 29 30 3l 32 33 34 35 36 5l 38 39 40

1.479 _{-7..A56 -1,?06}

-2.473 -2.A52 -1.703

-2,467 -2,048 -1.701

-2,462 -2.041 -r,oss -2,45'1 -2,042 -t,697

-0J53 -0265 -0*149 _-0:63

-0546 -0262

-0J43 -0r6t

-0542 -0260

-05{0 -0260

ll

-0j39

-0259 12

-0J38 _-0259 t3

-{ri7

-c258 14

-0536 -0258 l5

-0.865 -0535 -{t.2i8 t6

-0.863 -0534 -0,25? l?

-0,862 -0534 -0,257 18

-{,861 -4533 -0,257 t9

-4,E60 -.0533 4,2s7 20

-{.859 4532 4.2s7 2t

-0,858 4532 4,2s6 22

-0,858 4532 4,2s6 23

-0,857

-0J3t

-4.256 24

-0,856

-4j3t

-0.256 25

-o,8s6

453t

4,2s6. 26 -{,855

453t

4.256 27

-0,85s -4J30 -.0.256 28

-0.854 4530 4,2s6 29

-.0,854 _{-0J30 -0,256} 30 4.853 -{J30 -{.256

-{.853 -{J30 -{.255

-€,853

{J30

-{,255

-{,852 -{529. -0,255

-{,ssz

{J29

-{,255

4,8s2

-0J29 -0.255

-0.85t

-{J29

-{,255

-{,E51 -4J29 _-0,255 -0,851 4529 4.255

-{.851 -0J29 -{,25s

-4453 -2.040

-2,449 _-2337 -2,44s -293s

+441

-2,032 -2.438 -2,030

-t.596 -r.309

-r.694 -1.309

-t,0gz -t,rori -t,691 -1,307

-r.590 -1,306

-2,434 -2$28 -t.688 -1.306 -2,43t. -2,026 -t,687 -t.305

-2,479 -2,024 -t,686 -1,304 -2.426 _{-2.0U -1.685 -1.304}

-2,423 -2,A21 -1,684 -1.303

KEMENTERIAN AGAT{A

UIN

JAKARTA

FITK

Jl. k. H. Juanda Na 93 C)pulzt 15112 lndooeia

PEilIGESAHAN PROPOSAL SKRIPSI

I.Iama

NIM

Jurusan./ Prodi

Judul Proposal

.

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telah

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sesuai dengan saran penguji, dan telah dinyatakan

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KEMENTERIAN AGAMA

FITK

l. J. H.,ttardia No 95 Cixht 1 54 12,tt&neda

FoRM

(FR)

No. Dokumen

:

F|TK-FR-AI<D{3]

Tgl.Terbit :

lMarei2OlO

SURAT BIMBINGAN

SKRIPSI

Nomor : Uno 1/3- l/KM .AL3$81 12014

[,amp;. :

-Hal'

: BimbinganSkripsi

Kepada

Ytb-'/.

Dr. Farida Hami4

M.Pd

:

2.

YennyRahmawati

M.&l

Pembimbing Skripsi

Falultas Itnu Tarbiyah dan Keguruan

IrIN

S1la

rif

Hidayatultah

Jakarta.

Jakartq 28 Agustus 2014

As salamu' al ailalm wr.wb.

Dengan

ini

diharapkan kese.rliaan Saudara

untuk

menjadi

pernUimUingnt

(materi/teknis) penulisan skipsi

mahasiswa:

_U

Fenny Yutika Seli I I 10014000091

Pendidikan Bahasa _{Inggris GBD}

9 (Sembilan)

"The Efectiveness

of

Using Social Networking Site in

Writing RecountText"

Judul tersebut telah disetujui oleh Jurusan yang bersanglutan pada

tanggal

2l

Februari

2014, abstrakiloutline teriampir. Saudara aapal meht:,rkan perubahu.r-i"duk"ional pada

judul

tersebut.

Apabila

perubahan substansial dianggap perlu,' mohon pembimbing

menghubungi Jurusan terlebih dahulu

Bimbingan

slcipsi

ini

diharapkan selesai dalam

waktu

6

(enam) bularq .

dan

dapat

diperpanjang selama 6 (enarn) bulan berikutnya tanpa surat perpanjangan. Atas pertatian

&n

keija saqa Saudara, kami ucapkan terima kasih-Was s alamu' a I ailatm wr.wb

-Nama

NIM

-

Jurusan

Semester

Judul Skipsi _Teaching

Tembusan:

l.

DekanFIfK

2.

Mahasiswaybs.

.Pd

KEMENTERIAN AGAMA

UIN JAKARTA

FITK

Jl. ltt H- Juada No 95 CiDutd 15412 lndanesia

FORM

(rR)

No. Dokumen

:

FITK-FR-AKD-082 Tgl.

Terbit :

1 Maret 2010

No-

Revisi: :

01

HaI 1t1

SURAT PERMOHONAN IZIN

PENELITTAN

Nomor : Un.01 /F. 1/t(M.01

.st.&.$IJzoM

Lamp. : Outline/Proposal

Hal

: Permohonan lzin Penelitian

Nama NIM Jurusan Semester

Tahun Akademik

JudulSkripsi

Jakarta, 7 Oktober 2014

Kepada Yth.

Drs. E. Awalludin S, Mp.d

Kepala SMA NEGERI 87 Jakarta di

Tempat

Assal amu' al aikum wr.wb.

Dengan hormat kami sampaikan bahwa, Fenny Yutika Seli

1 1 10014000091

Pendidikan Bahasa lnggris

lX (sembilan) 2014t2015

The

Effectiveness

of

lJsing

Socra/ Networking

Srfe

in

:l

Tt-eaching

Witing

Reaount Text

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang

sedang. menyusun

skripsi,

dan

akan

mengadakan penelitian

_triseti

oi instansi/sekolah/madrasah yan g Saud ara pimpin.

Untuk

itu

kami

mohon Saudara

dapat

mengizinkan mahasiswa

tersebut

melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih. Wassal am u' al ai ku m wr.wb.

Bahasa Inggris

,-M'Pd

I%ry

HI\

_w"s

"\ =

.-/-PEMERINTAH

PROPINSI

DAERAH

KHUSUS

IBUKOTA

_IAKARTA

SEKOLAH MENENGAH ATAS NEGERI

87

jl.

Mawar

II

Kel. Bintaro,

Kec.

PesanggrahanJikarta

Selatan

Telepon

73881969 Fax 73887855

I

AKART

A

Kode

Pos

:12330

SURAT

KETERANGAN

PENELITIAN

NOMOR:

354 / -1.851.6

Yang bertanda tangan dibawah

ini

Kepala SMA Negeri 87 Jakarta menerangkan bahwa :

Nama

NIM

Fakultas/Program Studi

Perguruan

Tinggi

Fenny Yutika Seli

1 r 10014000091

FITK

i

Pendidikan Bahasa Inggns

Universitas Islam Negeri

_run'D

Syarif Hidayatullah Jakarta.

Yang

bersangkutan

telah

melaksankan Penelitian sebagai persyaratan pembuatan

Skripsi

pada

Universitas

Islam

Negeri

_rufN

Syarif

Hidayatullah Jakarta dengan

judul

:

"The

Effectiveness

of

Using

Social

Networking

Site

in

Teaclring

lYriling

Recount

Text".

Kegiatan

tersebut dilatrisanakan

di

SMA

Negeri

87 Jakarta pada tanggal

20

Oktober

2014 s.d.

7

November 20L4.

Demikian

surat keterangan

ini

diberikan untuk dapat dipergunkan sebagaimana mestinya.

7 November 2014

SEKOLAH

,

*

ffi

$/ALUDDIN

S.