commit to user
60
Nisa A. Azam
control of grammar used as Bloch 2007 notes in his article that blogging does not really take effect in grammatical control.
The students had become careful in writing, especially related to punctuation and the spelling of word. Hedge 1998: 8 says that writers need to
punctuate meaningfully, so that the readers get the intended messages. In addition, Warschauer 2010 states that blog is one of important tools which can assist
writing instruction and lead to meaningful writing, mastery of relevant genres, and development of students’ academic language proficiency.
2. Student blog is able to improve situation in the writing class
Blog features allow students to post and read the entries easily after working under instruction. They had discussion in drafting stage; meanwhile
publishing work online enables students to make contributions to the class, promotes peer learning, and encourages quality in work Johnston, 2002.
Besides, the students accessed the blogs not only in but also outside the class. It shows that they had a greater interest on blog they wrote. Supporting to this,
Barriors 2003 claims in his article that blogs are able to habituate writing. The students were also engaged to write on blog whether in group or
individually. Supporting to this, Bloch 2007 states, “Having students blog in class is a pedagogy that can be useful in the development of their writing ability
while making them contributors and not just consumers of information on the World Wide Web”. In addition, the case of “not allowing others to read” had
already moved and the students could share their comments frankly. It is supported by Godwin-Jones 2010 that personal blogs are common among
students and the process writing seems to be a feasible solution to heightening the writing abilities and confidence of students Ho, 2006.
commit to user
61
Nisa A. Azam
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONS
The implementation of blogs as teaching-learning media brings some effects as mentioned in the previous chapter, especially in relation with writing
skill. The last chapter presents about the conclusion, implementation, and the suggestions of the action research conducted in the eighth grade students of SMP
Negeri 1 Wonogiri in the academic year of 20102011.
A. CONCLUSION
The final discussion in the previous chapter can be drawn into two conclusions. Firstly, the use of student blog to teach writing can improve students’
writing skill. It is taken into account that the students had positive progress in writing sub skills as mentioned in the research findings. The improvements on
developing, arranging, and connecting of ideas of text had allowed the students to write interesting stories and it was easy to follow. The better word choice and
correct grammar were also performed in their writing although some students still made a few mistake in spelling and punctuation.
Supporting to the statement, the students had higher mean score in the final post-test post-test 2, which was 84.50. This score was above the school
passing grade which was settled at 78.00. The mean score had gradually improved since the first post-test. The students got 82.18 in post-test 1 and 74.45 in the pre-
test. The second conclusion is that the implementation of blog in writing class
improves the situation during the teaching-learning process. Referring to the research findings, the class was conducted in friendly situation and the students
were allowed to set their selves in a comfortable condition while finishing the task. They also had a great enthusiasm toward the lesson, paid full attention to the
materials, and got more confidence to show their writings. In general, the use of blog allow the owner to share hisher thoughts in written journal. Through student
