Using Launchora Application in Writing Descriptive Text at SMP PGRI Wringinanom Gresik.

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USING LAUNCHORA APPLICATION IN WRITING

DESCRIPTIVE TEXT AT SMP PGRI WRINGINANOM,

GRESIK

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana

Pendidikan (S.Pd.) in Teaching English

By:

Ichda Nurul Fitriyah

D35213038

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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APPROVAL SHEET

This thesis by Ichda Nurul Fitriyah entitled “ Using Launchora Application in Writing Descriptive Text at SMP PGRI Wringinanom, Gresik “has been examined on Juli, 2017 and

approved by the board of examiners

Examiner I,

(Rakhmawati, M.Pd) NIP. 197803172009122002

Examiner II,

(Rizka Safriyani, M.Pd) NIP. 198409142009122005

Examiner III,

(Mokh. Syaifuddin, M.Ed, Ph.D) NIP. 197310131997031002

Examiner IV,

(Dra. Irma Soraya, M.Pd) NIP. 196709301993032004

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ABSTACT

Fitriyah, Ichda N. 2017. Using Launchora Application in Writing Descriptive Text at SMP PGRI Wringinanom,Gresik. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor:

Key Words :Launchora Application, Writing Descriptive

Launchora is an innovative teaching media that can be used in teaching and learning process. There are many genre that used in this application to make the writing text can be match on based the genre. Using this application that completed with picture and many features students can be easier to write and complete their writing text using picture as the description. It can use easily using android cell phone that can be download it at Playstore. In this study, the researcher was focused on the using of Launchora application in writing descriptive text. The researcher conducted the research to the eight grade students of SMP PGRI Wringinanom. The researcher used quasi-experimental method in this study. Population in this research was eight grade of SMP PGRI Wringinanom. The researcher took two classes as the sample; 8A consist of 25 students as the experimental group while 8B consist of 25 as the control group. Data were collected from pre-test and post-test to measure the using of Launchora application. A normality test was used to determine whether sample data has been drawn from a normally distribute population (within some tolerance). Homogeneity test was used to calculate the homogeneity of variance of both experimental class and control class test score. Based on the result of the analysis, the mean score of experimental class for the post-test was 85 while the mean score for the control class was 77.4. In addition the average score of experimental class was higher than control class. The result of significance value based on Mann Whitney U analysis in post-test was 0.000 < 0.05. From the result above, it can be conclude that using Launchora application in writing descriptive text is effective to improve students’ descriptive writing scores to the eight grade students in SMP PGRI Wringinanom, Gresik.

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ABSTACT

Fitriyah, Ichda N. 2017. Using Launchora Application in Writing Descriptive Text at SMP PGRI Wringinanom,Gresik. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor:

Key Words :Launchora Application, Writing Descriptive

Launchora adalah media pengajaran yang inovatif yang dapat digunakan dalam proses belajar mengajar. Ada banyak genre yang digunakan dalam aplikasi ini untuk membuat teks tulisan bisa sesuai berdasarkan genre. Dengan menggunakan aplikasi ini yang dilengkapi dengan gambar dan banyak fitur, siswa dapat lebih mudah menulis dan melengkapi teks tulisan mereka dengan menggunakan gambar sebagai deskripsi. Bisa digunakan dengan mudah menggunakan ponsel android yang bisa diunduh di PlayStore. Dalam penelitian ini, peneliti difokuskan pada penggunaan aplikasi Launchora dalam penulisan teks deskriptif. Peneliti melakukan penelitian terhadap delapan siswa kelas SMP PGRI Wringinanom. Peneliti menggunakan metode kuasi eksperimental dalam penelitian ini. Populasi dalam penelitian ini adalah delapan kelas SMP PGRI Wringinanom. Peneliti mengambil dua kelas sebagai sampel; 8A terdiri dari 25 siswa sebagai kelompok eksperimen sedangkan 8B terdiri dari 25 kelompok kontrol. Data dikumpulkan dari pre-test dan post-test untuk mengukur penggunaan aplikasi Launchora. Tes normalitas digunakan untuk menentukan apakah data sampel telah diambil dari populasi yang biasanya mendistribusikan (dalam beberapa toleransi). Uji homogenitas digunakan untuk menghitung homogenitas varians kelas eksperimen dan kelas kontrol. Berdasarkan hasil analisis, rata-rata skor kelas eksperimen untuk post-test adalah 85 sedangkan nilai rata-rata untuk kelas kontrol adalah 77,4. Selain itu nilai rata-rata kelas eksperimen lebih tinggi dari kelas kontrol. Hasil nilai signifikansi berdasarkan analisis Mann Whitney U pada post-test adalah 0,000 <0,05. Dari hasil di atas, dapat disimpulkan bahwa menggunakan aplikasi Launchora dalam menulis teks deskriptif efektif untuk meningkatkan skor menulis deskriptif siswa terhadap siswa kelas di SMP PGRI Wringinanom, Gresik.

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LIST OF TABLES

Table

Table 3.1 Research Design... 31

Table 3.2 Writing Descriptive Rubrics………. 43

Table 4.2 Students’ Pre-test Score of Experimental Class………... 05

Table 4.3 Frequency Distribution Experimental class Pre-test Score…... 05

Table 4.4 Students’ Pre-test Scores of Control Class………... 53

Table 4.5 Frequency Distribution Control Class Pre-test Score……… 54

Table 4.6 Students’ Post-test Score of Experimental Score……….. 55

Table 4.7 Frequency Distribution Experimental Class Score……… 56

Table 4.8 Students’ Post-test Score of Control Class……… 57

Table 4.9 Frequency Distribution Control Class Score………. 58

Table 4.10 Frequency Distribution Pre-test Post-test of Experimental and Control Class 59 Table 4.11 Distribution Average Pre-test Score……….... 61

Table 4.12 Distribution Average Post-test Score………... 62

Table 4.13 Test of Normality Pre-Test……….. 63

Table 4.14 Test of Normality Post-test………. 64

Table 4.15 Test of Homogeneity Pre-Test………. 64

Table 4.16 Test of Homogeneity Post-Test………... 65

Table 4.17 Test of Mann Whitney U Pre-test……… 66

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LIST OF FIGURES

Figure

1.1 Launchora’s Logo……… 10

1.2 Launchora’s Home………... 10

1.3 Launchora’s Genre………... 10

1.4 Launchora’s Page………. 10

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LIST OF APPENDICES

Appendix 1 Letter

Appendix 2 Validation Sheet

Appendix 3 Lesson Plan Experimental Class and Control Class Appendix 4 Research Instrument Pre-Test and Post-Test

Appendix 5 Schedules of the Study

Appendix 6 Pre-Test and Post Test Scores Appendix 7 Documentation

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CHAPTER I :

INTRODUCTION

This chapter presents the background of the study that describes the reason why the writer conducts the study. It also contains the problem of the study, objective of the study, research hypothesis, scope and limitations of the study and significance of the study. Next, significance of this study is provided. Finally, the definitions of the key term are given to avoid misunderstanding of those terms.

A. Research Background

In the new era of globalization there are many kinds of advancement in this world. One of the advancement is in the sector of digital technology. Not only for the sector of the communication that has in fast progress, but also Education also becomes one of the sectors that have good progress in the era of digital. In teaching learning process we don’t need feel so difficult if we want to teach our students. Young argues that, today teachers have access to innovative tools with which to enhance their curriculum. One of these technology tools is the Internet, which has given students a new way to do research, allowed teachers to offer a wider topic range, and made available an

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endless amount of information1. There are many kinds of application or media that already created by the programmer to make the easy process when it applied something. We can use easily if we want to study and applied about many things in the era of digital technology. Especially, in teaching and learning process.

There are many applications that we can used to increase our ability in many skills. Smith state, clearly it is now possible for more people than ever to collaborate and compete in real time with more other people on more different kinds of work from more different corners of the planet and on a more equal footing than at any previous time in the history of the world-using computers, emails, networks, teleconferencing, and dynamic new software2. We can use the application easily to increase our skills in English language. Listening and reading are passive or receptive skills, while speaking and writing are active or productive skills3. Based on curriculum based school, the objective of teaching English at the Junior High School/Islamic Junior High School (SMP/MTs) is the students can develop their communicative competence in both oral and written forms to achieve a certain functional

Rose, Y. Using Technology Tools in the Public. (A Research Paper Submitted in Partial Fulfillment of the Requirement for the Master of Science Degree in Education, December 2008), p.2

Snith. The Effect of Technology on a Student’s Motivation, 2002 p. 325

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stage4. It has been argues that, all of the skills are important. However, one of language skills that encourage students to be more productive and creative is writing skill. In writing activities, students can write based on their mind and their ideas. They can express their mind by producing something in their writing. All of their ideas they can write easily. In other hand, sometimes they feel so difficult to start writing something. As the candidate of English teacher we should give a new innovation, so our students will more interest in writing activities.

Based on the conversation I had with the English teacher of SMP PGRI Wringinanom Gresik, most of the eight grade students of SMP PGRI Wringinanom Gresik have less interest in writing. It is because they consider writing as a difficult thing to do. They also have no idea how to write and what writing that can make them not feel so worried. They think if writing is not interesting activities. Most of the students have difficulties how to start the writing. This is in line with Harmer’s statement: “a common response of many students when they are asked to write is that they have nothing to say”. On the other hand, there are also students who have million thoughts and

Depdiknas. Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum). 2006. Jakarta: Depdiknas

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feelings to be written, however, they cannot write it because they do not know how to start it5.

Teacher’s principal roles in writing tasks will be to motivate the students, creating the right conditions for the generation of ideas, persuading them to the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit6. One of the ways to make students interest is by creating enjoyable and comfortable learning atmosphere so that students feel fun to write. The feeling of fun in writing can increase student’s interest to write more so that their writing skill improves. Where students are involved in a creative writing activity it is usually the case that some find it easier to generate ideas than other7. Moreover, practice writing regularly will build the student writing habit. This writing habit is very important because when it has been built; students will get advancement from it. To develop their writing habit we can use creative writing. Harmer state, creative writing is one area (like painting and composing) where the imagination has a chance to run free8. One of the creative writing is serving a picture as the media to the students. Then, using the picture, students will create their writing ideas through imagine and express their mind. After that, they can write with enjoyable and free as their own ideas.

Jeremy, H . How to Teach Writing. (Essex: Pearson Education Limited 2004), p. 61

________ The Practice of English Language Teaching. (London: Longman 2001), p. 261

Jeremy, H. The Practice of English Language Teaching. (London: Longman 2001) , p.261

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The Launchora Application is an innovative application that we can use to make students interested, especially in writing activities. Android smart phone be used as the media in teaching and learning process. In this application, the writer can be classifying about the topic or the genre of their writing. Students also can be editing their writing first by their own before they publish their writing. Not only they can share their story each other, but also they can read the story or the writing text based on the topic that already classifying by the author. Young has been state, students should benefit from the use of technology in the classroom. Research in this area has the potential to prove that when teachers use technology tools in the classroom, students become more motivated to learn the material and are more involved in the lesson. In addition, their attention spans may increase when a teacher uses technology tools. Some of these tools include an interactive whiteboard, email, the Internet, course specific software, and many other options available today9. By using Launchora, writing activity will be enjoyable, the condition of the learning process will more interesting

Harmer argues that, In order for a process writing approach to work well, some teachers may need to rethink the way in which they react to their students’ work. In place of making corrections to a finished version, they will

Rose, Y. Using Technology Tools in the Public. (A Research Paper Submitted in Partial Fulfillment of the Requirement for the Master of Science Degree in Education, December 2008), p.3

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need, at times, to respond to a work in-progress. This may involve talking with individual students about a first, second, third, or fourth draft, while other members of the group are working on their own10. By Using Launchora application teacher can respond student’s work by giving the assignment and they can submit their assignment in Launchora Application.

B. Research Questions

Based on the background study described above, the researcher formulated the problem as the following question:

Is there any significant difference in the descriptive writing scores between the students who are taught using Launchora Application and those who are using conventional media at SMP PGRI Wringinanom Gresik?

C. Research Objective

This study is aimed to find out the differences in the descriptive writing scores between the students who are taught using Launchora Application and those who are using conventional media at SMP PGRI Wringinanom Gresik.

D. Hypothesis

Donal Ary explain that when making a hypothesis, a researcher is predicting what the outcome of study will be11.

Jeremy, H. The Practice of English Language Teaching. (London: Longman 2004), p.52

Ary, Donal. Introduction to Research in Education Eight Edition. (Canada: Wadsworth Cengange Learning, 1990) p. 96

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Develop from the research problem in the previous section, the hypothesis in this study is: using Launchora Application is effective to improve students’ descriptive writing score at SMP PGRI Wringinanom Gresik.

E. Significance of Study

This study tries to investigate the students writing practices at SMP PGRI Wringinanom Gresik by using Launchora Application.

The result of the research is expected to give contribution to:

1. The students of SMP PGRI Wringinanom Gresik, this research can be useful experiences for the students in learning English Descriptive Writing.

2. The teacher of SMP PGRI Wringinanom Gresik, this research can be used to apply the new application of writing by arising students’ interest in new learning media such as Launchora Application.

3. Especially for the researcher, the research can be information in order to increase her knowledge and experience in teaching English using Launchora Application.

F. Scope and Limitation

The scope of this study is writing skill of the students in SMP PGRI Wringinanom Gresik. The Limitation in this research, the researcher used Descriptive text as the topic of teaching writing using Launchora Application.

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This study only covered a limited number of students for the subject of study in the eighth grade students of SMP PGRI Wringinanom, Gresik. This study was done in 5 times meeting because of the time limitation. The 5 times meeting can be divided are, 1 time Pre-test, 3 times of Treatment, and 1 time for Post-test. Pre test-was the activity that the researcher did before doing treatment. Time for Pre-test only 1 time meeting. Then, the researcher did Treatment 3 times meeting. And the last was Post-test only 1 time meeting. This study was focus on students’ writing descriptive score through Launchora Application so that students might show progress in the end of the study. The population of this research was the eighth grade of Junior High School in SMP PGRI Wringinanom Gresik.

G. Definition of Key Terms

It is important for the researcher to make clear the terms used in this paper as this followings:

1. Writing Skill

Writing descriptive skill is a skill of writing that produce a text that provide an illustration of people, places, events, situations, thoughts, and feelings. Description presents sensory information that make writing come alive .It expresses an experience that the reader can actively participate in by

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using imagination12. From the definitions above I can conclude that writing descriptive skill is a way to produce language that comes from our main that served illustration that makes the reader can be imagine about the content of the text.

2. Descriptive Text

Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others, for instance: the things that we know well13. Based on that statement I conclude that descriptive text is a text that describes something to make the reader understand from the explanation of the text.

BCCC Tutoring Center. Writing descriptive skill. (Rev. 7 2010), p. 2

http://www.bucks.edu/media/bcccmedialibrary/pdf/DescriptiveWriting_000.pdf

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3. Launchora Application

Launchora application is one of educational application that we can download easily in Playstore. Playstore is Google's online store for downloading music, games, movies, e-books and Android apps14.

Launchora application is the application that can support writing activities. The user can be write the text and can be publish their text. The writer also can read the text from another writer using launcher menu in the Launchora Application. Every user also can follow each other to read from another writer and publish their text. (See Figure 1.1, 1.2, 1.3, 1.4)

Computer Dekstop Encyclopedia. (The indispensable Reference on Computers 2017), p. 1 http://www.yourdictionary.com/google-play

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Figure 1.1 Launchora Logo

Figure 1.2 Lunchora’s Home

Figure 1.3 Lauchora’s Genre

Figure 1.4 Launchora’s Page to write.

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CHAPTER II :

REVIEW OF RELATED LITERATURE

This chapter explains several theories through reviewing some literatures related to this study. The theoretical build up as follows:

A. Review of Related Literature

1. Writing

a. Writing Skill

Writing is one of the skills that have correlation with another skill such as listening, reading, and speaking. But, writing is the skill that we can produce through the text. In writing, we can imagine and use our ideas that produce through the text. The creative writing is also depend on many factors such as the Genre of writing, the ideas of the writer, the sight of the writer and many things. But, in other hand we can produce creative writing for our students to make them are motivate to write something.

Language production means that students should use all and any languages at their disposal to achieve a communicative purpose rather than be restricted to specific practice points1. Therefore, the form of language produced is different among those two. Speaking produces language in oral

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form while writing does in written form. That’s why those skills belong to productive skill2. When considering how people to write, we need to consider the similarities and differences between writing and speaking, both in terms their forms and in the process that writers and speakers go through to produce language3.

According to Harmer, in writing, there are problems with grammar, vocabulary, handwriting, spelling, layout, and punctuation4. It means that good content of writing only is not enough. A writer must also have sufficient language components like grammar, vocabulary, punctuation, and spelling to facilitate him/her in expressing his/her ideas, experiences, thoughts, and feelings. The writing should be organized well, too, in order to be able to be easily read and understood by the readers.

b. The Process of Writing

Writing is not as simple as putting text on paper. It needs a long process from planning until producing the final version of the writing. The process of writing consists of 4 steps: (1) planning, (2) drafting, (3) editing (reflecting and revising), and (4) final version5.

The first step of writing is planning. Before starting to write or type, writers need to plan what they are going to say. It can be done by making

________. 2001. The Practice of English Language Teaching. London: Longman, 246

Jeremy, H. How to Teach Writing. (Essex: Pearson Education Limited 2004), p. 6

________ The Practice of English Language Teaching. (London: Longman 2001) , p. 255

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detailed notes, jotting words down, or simply planning in the head6.There are proposes three main issues writers should think about when planning to write: (1) the purpose of the writing, (2) the audience they are writing for, and (3) the content structure of the piece7.

The second step is drafting. In this step, a writer writes what he/she has been planned before. This writing is called the first draft because it is not finished yet. The writer should check it minutely and make changes and corrections before considering it as the final version of the writing. Checking the first draft will direct the writer to edit it. This is the third step of the writing process. In this step, the writer makes changes and corrections due to the ambiguity, grammatical errors, disorganized orders, etc of the writing8.

The last step of writing process is writing the final version. This final draft of writing is written after the writer has done with editing and revising the first draft9. However, writing process is recursive. It means that writers revise throughout the process, frequently moving back and forth among the

Dafi, K. The use of Facebook to Improve Students’ skill and Increase their Motivation in Writing Recount Texts. (An action research of tenth Grade of SMAN 1 Kajen in academic year of 2012/2013), p. 15

Jeremy, H. How to Teach Writing. (Essex: Pearson Education Limited 2004) , p. 4

_________The use of Facebook to Improve Students’ skill and Increase their Motivation in Writing Recount Texts. (An action research of tenth Grade of SMAN 1 Kajen in academic year of 2012/2013), p. 15

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steps10. For example, when writers think that they have done the final version; they may change their mind and go back to edit, draft, even re-plan the writing. Even when they get to what they think is their final draft they may find themselves changing their mind and replanning, drafting, or editing11.

c. Types of Writing

There are three types of written text. Here are the types of writing text:

1) The Informative Text Type

The informative text type is such narration which is the telling of a story; the succession of events is given in chronological order. The main purpose of a narrative is to entertain, to gain and hold a readers' interest. There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience and of course, fantasy stories.

2) The Expository Text Type

It aims at explanation, i.e. the cognitive analysis and subsequent syntheses of complex facts.

Jeremy, H. How to Teach Writing. (Essex: Pearson Education Limited 2004), p. 5

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3) The Argumentative Text Type

This kind of text is based on the evaluation and the subsequent subjective judgment in answer to a problem. It refers to the reasons advanced for or against a matter, such as essays, articles, etc. Other types that are based on generic structures and language features dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as genres.

4) The Descriptive Text Type

Descriptive writing provides an illustration of people, places, events, situations, thoughts, and feelings.Description presentssensory information that makes writing come alive.It expresses an experience that the reader can actively participate in by using imagination.

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2. Descriptive Text

a. The Definition of Descriptive Text

Description is writing about characteristic features of a particular thing. According to Oshima and Hogue, descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/ or sounds12. In additon, a good description is like a “word picture”, the reader can imagine the object, place, or person in his or her mind. A writer of a good description is like an artist who paints a picture that can be “seen” clearly in the mind of the reader. The generic structure of a descriptive text is as follows: (1) identification: an introduction to the subject of the description; (2) description of features: describe the characteristic features of the subject. While the language features of a descriptive text are follows: (1 ) use of particular nouns; (2) use of detailed noun groups to provide information about the subject; (3) use of a variety of types of adjectives; (4) use of relating verbs to provide information about the subject; (5) use of thinking and feeling verbs to express the writer’s personal view about the subject or to give an insight into the subject’s thoughts and feelings; (6) use of action verbs to describe the subject’s behavior; (7) use of adverbials to provide more information about

Oshima, A. & Hogue, A.. Introduction to Academic Writing (2nd Edition). (New York: Addison Wesley Longman 1997), Inc.

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this behavior; (8) use of similes, metaphors and other types of figurative language, particularly in literary descriptions.

b. The Purposes of Descripive Text

As social beings, we want to share our experience, so we write to others to describe things such as vacations, childhood homes, and people we encounter. We even use description to persuade others to think or act in particular ways: advertisers describe products to persuade us to buy them; travel agents describe locales to entice us to visit them; and real estate agents describe properties to stimulate a desire to see them. Description 32 enables us to entertain, express feelings, relate experience, inform, and persuade. Although it can serve a variety of purposes, description is most often expressive, so it most often helps writers share their perceptions. As human beings, we have a compelling desire to connect with other people by sharing our experiences with them.

c. Kinds of Descriptive Text

As we know that descriptive text is a text to describe something, such as persons, places, or things. So, it normally takes on three forms, they are:

1) Description of people

People are different, and writing description of people is different. You are probably already aware of some of the complications because you

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have often been asked,”What’s so-and-like?” In replying, you might resort to identification, an impression, or a character sketch, depending on the situation. Let’s examine each.

a) Identification

Although you might provide identification, you would probably want to go further than that. Used mainly in official records and documents, identification consists only of certain statistical information (height, weight, age), visible characteristics (color of hair, skin, and eyes), and recognizable marks (scars, birthmark).

b) Impression

Unlike the identification, the impression may not identify a person, but it does convey an overall idea of him or her. Many details may be missing, yet the writer does provide in a few broad strokes a general feeling about the subject. Although impression is usually less complete and informative than identification, it may be more effective in capturing an individual’s striking or distinctive traits.

c) Character

Sketch More complete descriptions of people are usually called character sketch; they may also be referred to as profiles, literary portraits, and biographical sketches. As its name indicates, a character sketch

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delineates the character of a person, or at least his or her main personality traits. In the process, it may include identification and an impression, but it will do more than tell what people look or seem like: it will show what they are like. A character sketch may be about a type rather than an individual, revealing the characteristics common to the members of a group, such as campus jocks, cheerleaders, art students, religious fanatics, television devotes.

2) Description of places

In describing a place for example a room, what should you describe first? The walls? The Floor? Unlike a chronologically developed paragraph, there is no set pattern for arranging sentences in descriptive paragraph. It is not necessary to begin with one area and then proceed to another one. Nevertheless, the sentences should not be randomly arranged. The description must be organized so that the reader can vividly imagine the scene being described. To make the paragraph more interesting, you can add a controlling idea that states an attitude or impression about the place being described. The arrangement of the details in your description depend on your subject and purpose.

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3) Description of Things

To write a description about something, the writer must have a good imagination about the thing that will be described. Besides, to make our subjects as interesting and as vivid to our readers as they are to us: using proper nouns and effective verbs.

a) Using Proper Noun

In addition to filling our descriptive writing with concrete details and figures of speech, we might also want to include a number of proper nouns, which, as we know, are the names of particular persons, places, and things. For example; Arizona, University of Tennessee. Including proper nouns that readers recognize easily can make what we are describing more familiar to them.

b) Using Effective Verb

We know how important verbs are to narration, but effective verbs can also add much to a piece of description. Writers use verbs to make descriptions more specific, accurate, and interesting. For instance, “the wind had chiseled deep grooves into the sides of the cliffs” is more specific than “the wind had made deep grooves.” The verb chiseled also gives the reader a more accurate picture of the wind’s action than made does.

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d. The Structure of Descriptive Text

1) The generic structures of a description :

Identification : identifies the phenomenon to be described.

2) Description of features : describes features in order of importance.

Parts/things (physical appearance), Qualities (degree of beauty,

excellence, or worth/value), Other characteristics (prominent aspects that are unique).

3) The generic features of description are:

Adjective to describe the features of the subject Topic sentences to begin paragraphs and organize the various spects of the description.

4) The factual description scaffold

A general opening statement in the first paragraph. This statement introduces the subject of the description to the audience. It can give the audience brief details about the when, where, who,or what of the subject.

5) A series of paragraphs about the subject

Each paragraph usually begins with a topic sentence. The topic sentence previews the details that will be contained in the remainder of the paragraph.Each paragraph should describe one feature of the subject. These paragraphs build the description of the subject .

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6) A concluding paragraph (optional)

The concluding paragraph signals the end of the text.

3. Teaching Writing Using Technology

Social Network Media can be something that we need to easy understanding and learning through social environment. Not only for the advertisement, news, information and social interaction that we can get from the social media but also, the education learning process we can input in social media. There are many things that offered by social media such as Educational Application. We can adapt the application for our students in teaching and learning process.

Karlan, G state, the trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the scholarly literature. The use of technologies to support each of the components of the writing process is reported in terms of the research designs

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used, the writing processes supported, and the historical trends in research publication13.

Bowen Barbara argues that, Writing methods have evolved and continue to evolvein order to keep pace with advancements in technology and its’ accessibility for students in the classroom. According to research, teachers who use technology in the classroom have students that are more engaged in learning and retain more information14. So, teaching writing using technology will helpful for teaching and learning process.

Higgins said that, Technology can be as powerful as a short but focused intervention to improve learning, particularly when there is regular and frequent use (about three times a week) over the course of about a term (5 - 10 weeks)15. In other hand, Young state, as well as examining how students interact individually with the support features provided on electronic texts, there is a need for further research into the incorporation of electronic texts into specific classroom contexts16.

Karlan, G. Technology to Support Writing by Students with Learning and Academic Disabilities: (Recent Research Trends and Finding 2011) s, p. 39

Bowen, B. Ways to Use Technology to Motivate Students’ Writing. (International Journal of Arts and Commerc 2014), p.2

Higgins, P. The Impact of Digital Technology on Learning. (A Summary for the Education Endowment Foundation 2012), p. 4

Rose, Y. Using Technology Tools in the Public. (A Research Paper Submitted in Partial Fulfillment of the Requirement for the Master of Science Degree in Education, December 2008), p.16

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Another opinion comes from Xiao and Katsipataki the use of digital technology is usually more successful as a supplement rather than as a replacement for usual teaching. Technology is not introduced into a vacuum. It is therefore important to identify carefully what it will replace or how the technology activities will be additional to what learners would normally experience17.

From the definitions above, we can obviously state that the application such as MySpace, Friendster, Facebook, Twitter, Google+ and Launchora belong to social networking sites. In this era of technology, social networks become a part of human life. It is successfully integrated to human daily activity not only in social purposes, but also in business yet educational ones.

Teaching and learning process when it used electronic and online media we can say it CALL. There are several advantages that can improve learning by using CALL :

√ Using combination of different sources and media (texts, images, audio, video, recording, Internet).

√ Wider diversity of activities.

√ A greater variety of linguistic input in context with authentic language models.

Xiao, Z. The Impact of Digital Technology on Learning. (A Summary for the Education Endowment Foundation 2012) , p.5

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√ Access to enormous linguistic corpora and databases.

√ Inner interactivity with materials that make auto correction and negotiation of meaning possible and external interactivity with other channels of communication between class members and distant learners.

√ Possibility of creating different itineraries of learning and tutorial feedback.

√ Autonomous independent learning and individual control.

√ Tools for the creation of individual and group projects.

√ Learning comes out of the classroom and teaching acquires a ubiquitous dimension.

√ A friendlier environment of learning is provided, where there are fewer risks of failing and learners can develop self-confidence with greater freedom to experiment and repeat as many times as needed.

√ The students can publish their writings with an authentic audience.

√ They can share their learning and knowledge with students from other countries and become part of the global web community by improving their digital literacy18.

K. Beatty, English Teaching Lab, (November 13, 2006).

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4. Launchora Application

Launchora application is one of educational application that we can download easily in Playstore. Playstore is Google's online store for downloading music, games, movies, e-books and Android apps. In March 2012, Google consolidated its Android Market app store, Google Music and Google eBookstore into Google Play, or "Play Store" as it appears on Android devices. Android Market Android Market was Google's first app store brand, launched in late 200819. For that time, it offered the unique service of downloading apps directly to the phone rather than going through a computer.

Launchora has many features that enable the users to interact, communicate and share the text of written with others. Read, write and share stories on the go with Launchora app. Launchora is a free community based on creating, sharing, and exploring stories. Here, anyone can write anything short stories, poetry, love stories, novels, fan fiction, life stories in any language and share it with other writers and readers from all over the world. Launchora user has a page for himself/herself called “timeline”. This timeline consist of the information of the user such as Share truth, fiction, or opinion with the world, Create your own category or post to popular ones, Add Chapter to form a book or a blog, and Build up the Following.

Computer Dekstop Encyclopedia. (The indispensable Reference on Computers 2017), p. 1 http://www.yourdictionary.com/google-play

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According to the explanation above, I conclude that Launchora is a feature that functions as a place to share ideas between people with same interests, and this function make it possible to be utilized in a writing class as a place where students share their writing product to be reviewed and commented by other members of the group. It is expected that Launchora will be effective in increasing students writing result score.

B. Previous Studies

This part of reviews is about several previous studies conducted by other researcher that have similar focus with review some previous studies related to my research entitled “Using Launchora Application in descriptive writing text at SMP PGRI Wringinanom Gresik”.

The first study was conducted by Khusnita entitled, “The use of Facebook to Improve Students Skill and Increase their Motivation in Writing Recount Text”. This Collaborative Classroom Action Research aimed to find out The effectiveness using Facebook to Improve Students Skill and their Motivation in Writing Skill. The population was the tenth grade of SMAN 1 Kajen. The students of X 2 class of SMAN 1 Kajen was chosen as the sample of the study. The result showed that the use of Facebook contributes to the

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improvement of students‟ skill and the increases in their motivation in writing recount texts20.

The second study is Action research study conducted by Lutfian, his study was entitled,”Improving Students’ Writing skill through English Web Blog Among Year X Students of SMA Negeri 7 Purworejo”. This action research study aimed to find out Students increasing writing skill through English Web Blog. The population was the tenth grade of SMAN 7 Purworejo. The Students of X.6 class of SMAN 7 Purworejo was chosen as the sample of the study. The result showed the use of Web Blog English is effective to improve students’ writing skills. The learning process became more interesting and the students enjoyed the writing process. The students’ problems in writing can be reduced by using web blog in the teaching learning process and applying writing stages through web blog21.

The third study was conducted by Yulianti. Her study was entitled, “Improving The Writing Skills Through Diary Writing Of The Tenth Grade Students Of SMAN 1 Ngemplak.” This action research study aimed to implementing diary writing as a medium to improve the writing skills of the tenth grade students of SMA N 1 Ngemplak in the academic year of 2013/2014. The population was tenth grade of SMAN 1 Ngemplak. The

Dafi, K. The use of Facebook to Improve Students’ skill and Increase their Motivation in Writing Recount Texts. (An action research of tenth Grade of SMAN 1 Kajen in academic year of 2012/201)

Lutfian, A. Improving student’s Writing skill through English Web Blog Among Year X students of SMA Negeri 7 Purworejo in Academic Year of 2010/2011. A Thesis.

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Students of X.D class was chosen as the sample of the study. The result showed that there were an improvement on the student’s writing skills in the five aspects, namely the content, organization, vocabulary, language use, and mechanics22.

According to the studies mentioned above, it can be seen that there are some researches which have been done by investigating new ways in improving the quality of teaching recount texts. The researchers successfully used interesting media as a strategy to make student interest to improve their writing ability. The media varied from paper-based media such as semantic map, journals, and pictures; computer software like Movie Maker Digistory; yet online media like blog. The utilization of online media in teaching English has not been optimized yet, whereas this field has good potential to gain the better result of teaching. Thus, I am willing to use an online media named Launchora as an alternative medium to teach and increase student’s skill in writing text. In this context, the researcher measured the final score between the experimental group and control group.

Yulianti, N. Improving the Writing skill through Diary Writing of the tenth grade students SMAN 1 Ngemplak. A Thesis,

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CHAPTER III :

RESEARCH METHODS

In this chapter, researcher explains about the methodology of the research and data collection. The research also explain about the instrument while observing the object.

A. Research Design

Most popular approaches in research are qualitative and quantitative. According to James Dean Brown and Rodgers, they stated that qualitative research approach is typically the label for non-numerical research and quantitative research approach is a numerical research, a data conversion is needed for this approach. In another analysis by Grotjahn, he stated that experimental or non-experimental is data collection method, qualitative or quantitative is type of data the resulted, and statistical or interpretative is type of analysis conducted on the data1. The researcher took an experimental research to design the study which analysis about what is the effect of using Launchora application in descriptive writing text. In conducting this research, the researcher applied an experimental research.

Brown, J. D., and Rodgers, T. S. Doing Second Language Research. New York: Oxford University Press. 2003, p. 15

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Experimental research is a scientific method. It is oriented to the future in the sense that the researcher is seeking to evaluate something new2. According to Donald Ary, an experimental design is the general plan for carrying out a study with an active independent variable. The design is important because it determines the study’s internal validity, which is the ability to reach valid conclusions about the effect of the experimental treatment on the dependent variable3. In this research, quasi-experimental designs were considered because they allowed researcher to reach reasonable conclusions although not fully control. This meant that the researcher had the limit to control the population because of the teacher of English course suggested two classes to conduct this research. Quasi-experimental design involved an independent variable manipulation but the subject or the control group and the experimental group cannot be taken randomly. The classes were chosen by the teacher of English course, those were 8A and 8B. The control group in quasi-experimental design does not fully control the external variables that affect the implementation of the experiment4. In order to know whether using Launchora application in descriptive writing text is effective to teach English especially, the researcher compared two groups, the control group and the experimental group. Those

Singh, Y.K. Fundamental of Research and Methodology and Statistic. New Age International. 2006, p. 134

Ary, D, Jacobs, C. L. & Sorensen, C. Introduction to Research In Education: Eight Edition. Canada: Wadsworth, Cengage Learning. 2006., p. 301

_____________________________Introduction to Research In Education: Eight Edition. Canada: Wadsworth, Cengage Learning. 2006., p. 316

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groups were gaven pre-test and post-test for each group. The following chart was represented the design:

Table 3.1: Research Design

Group Pre-Test Treatment Post-Test

E T1 X T2

C T1 - T2

Note:

E : Experimental Group C : Control Group T1 : Pre-Test

T2 : Post-Test

X : Teaching writing through Launchora Application

Variables of the Research

A variable in research is refers to a person, place, thing or phenomenon that the researcher trying to measure5. There were two variables in this research. Those were:

1. Independent variable means the variable that is stable and unaffected by the other variables that the researcher trying to measure. The independent variable in this study is “using Launchora Application” in writing skill at SMP PGRI Wringinanom Gresik.

5_{Organizing Your Social Science Research Paper: Independent Variable and Dependent Variable.}

University of Southern California. Retrieved from http://libguides.usc.edu/writingguide/variables

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2. Dependent variable means the variable that depends on other factors that are measured. These variables are expected to change as a result of an experimental manipulation of the independent variable. The dependent variable of this study is “student’s writing result score” in descriptive at SMP PGRI Wringinanom Gresik.

B. Setting of the Research

The setting of this study was in eighth grade student of SMP PGRI Wringinanom Gresik. In eighth grade, there were 2 classes, 8A and 8B. The number of the students from both classes were 25 for 8A consisted of 13 female students and 12 male students, and 25 for 8B consisted of 15 female students and 10 male students. The researcher chose those classes by the suggestion of English course teacher. The researcher chose 8A to be the experimental group which was taught using Launchora Application and 8B as the control group which was taught using the conventional teaching strategy.

SMP PGRI Wringinanom Gresik is located on street Jl. Raya Wringinanom, Gresik. In addition, the time setting consisted of time allocation for pretest, treatment that was gaven to examine the treatment effect and post-test. This study was held in three times meeting. Each meeting had 2x40 duration time. Day and time was adjusted with the schedule of English subject in each class.

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C. Subject of the Research

1. Population

The population of this study was the eighth grade at SMP PGRI Wringinanom Gresik. The eighth grade was consisted of 50 students (two classes, 8A and 8B).

2. Sample

The researcher took two classes for this study. The sample of this study was 50 students from 8A and 8B, there were 25 students for 8A and 25 students for 8B. The researcher took two classes which had an equal English score as the sample, and then being divided into two groups (control group and experimental group) to examine the treatment effects. A class would be an experimental group and the other was controlled group. Researcher hoped that the chosen sample could be representative sample for all second year students in SMP PGRI Wringinanom Gresik in the use of Launchora Application to know the effect of Launchora Application in students’ writing skill.

D. Research Procedure

The researcher asked for permission to the head of SMP PGRI Wringinanom Gresik to conduct a research study at the school. After getting the permission from the headmaster of the school to conduct the research, the

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researcher discussed the purpose of the research, the research schedule, and the choice of the class which would be the sample of the research. Then, the test was developed

1. Pre Test Development

After creating pre-test, the researcher conducted a validity test to make sure that the tests were meaningful, useful and proper with purpose of the test. There are 5 questions in Pre-Test and the last one was about Describing Something (see Appendix B). The four points of the question was to guide students to answer the question and made them easier to explain and describe the ideas. This test was through the process of the expert judgment before it was used. The test of pre-test used the materials that is taken from English in Focus for eighth grade Junior High School published by Pusat Perbukuan Depdiknas, which is based on KTSP Curriculum because the school was still using KTSP Curriculum.

2. Pre Test Administration

Before conducted the research, firstly researcher made research plan. Secondly the researcher made pre-test. The pre-test also already validity by the expert judgmental with the lecturer of writing course. After getting two classes, it was divided into two groups, one class as an experimental group was taught using Launchora Application in teaching writing and one class as

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control group was taught using conventional. Then, the researcher gave pre-test to control group and experimental group. The purpose of this pre-test was to know students descriptive writing scores. The result of pre-test between control group and experimental group used to identify the students descriptive writing scores before the treatment.

In Pre Test Administration, the teacher gives them an explanation about descriptive text. Then, the teacher gives them example of describing something. In this Pre-Test there are two classes that used to describe same topic. The topic was about describing people. In this pre-test, the teacher give the explanation first, served various kind of descriptive text, then give the instruction to the students to describe about People. The topic that used same between experimental class and control class. After giving the instruction, then the teacher take the paper of the describing people as the pre-test. Then, teacher and the researcher take the data of pre-test from this activity.

3. Scoring of Pre Test

The result from pre-test was scored based on Cohen rubrics. Detailed about Cohen Rubrics (See Page 44)

4. Treatment

After giving the pre-test for both control group and experimental group, experiment implementation was held by giving treatment through

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Launchora Application. Launchora Application was gaven to A class or experimental group and B class or the control group was taught using conventional media.

a. Experimental Class -Meeting 1

In the first meeting at Experimental Class researcher introduce about the topic that used in the first meeting. The topic that used at the first meeting was about Recreation Place. First, the researcher served the picture in the power point presentation. Then, researcher divided the students into several groups. Every group consists of some students. They work together to mention what are the things that they can find on the picture that served in the power point presentation. Then, the researcher explains and corrects the answer together with the students.

Second, the researcher served new picture to the students. The researcher distributed the picture in every group. After the researcher distribute the picture in every group. The researcher gave the explanation to the students to find what are the things that they can found on the picture. After all of the students already found the things. Then, the teacher gave explanation how to describe something using picture. Researcher also gave the explanation about simple present tense because some of the students are forgotten with the formulas to make sentence using simple present tense.

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Next, the researcher wants them to make descriptive text with their group based on the things that they were found at the picture. After they made the descriptive text, there are two students that are the delegation from each group that presented their work in front of the class. Student 1 is writing the descriptive text in the white board and the Student 2 is present their work by read aloud in front of the class. Then, researcher gave the feedback in every group.

In the end of the meeting, the researcher gave the explanation about Launchora Application, how to login and how to register on it. Every student in experimental class should be login and follow the account of the researcher. It made the researcher easy to check the student’s work and their assignment that submitted in Lauchora application. The researcher also made a whatsapp group that consist of the member of experimental class. The researcher distributed the instruction, the material, and the video to support the learning process from whatsapp group.

-Meeting 2

In the second meeting, before the classes start the researcher gave the topic in the night before meeting through whatsapp group. The researcher also shared video that related with the topic in the second meeting. In the second meeting the researcher served the picture through power point presentation. The topic in the second meeting was about Indonesian Culture.

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The researcher served two pictures on it. The first picture was about Bali Dance, and the second picture was about Borobudur Temple. Those pictures were related with Indonesian Culture. The teaching and learning process were mostly same with the first meeting. Teacher divided students into several groups. Then, researcher gave the instruction to the students to work together with their group. Although they were work in a group, they should white the result one by one in their paper first. After they finished their work, they should present their work in front of the class. In the end of the meeting, the researcher gave the assignment to the students to write the descriptive text and submitted via Launchora Application.

-Meeting 3

In the third meeting, the researcher already gave the topic one night before the teaching and learning process through whatsapp. The researcher also provided video related with the topic at the third meeting. The topic in the third meeting was used Go to Shopping. The researcher served two pictures in the class used power point presentation. After that, researcher gave the explanation to the students to work in a group. The group was always changed in every meeting. After the students finished their work, they presented their work in front of the class. In the end of the class teacher

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gave them assignment related with the third meeting then, they submitted their work through Launchora Application.

b. Control Class -Meeting 1

In the first meeting at the control class the researcher introduce about the topic that used for the teaching and learning process. The topic that used was about Recreation Place. In this class, the researcher was used the power point media to serve the picture to the students. After the students look at the power point media, the researcher gave instruction to the students to found the things in the picture. After they found the things in the picture, they did next assignment. The researcher distributes the picture in every student in the class. After all of the students at the class got the picture, they should describe what the things were and what the pictures were about. After they finished their work, they should present by read their text in front of the class. The researcher gave feedback to the student. In the end of the class, researcher gave the students an assignment to write descriptive text related with the topic in the class. Students submitted their assignment in the next meeting in a paper.

-Meeting 2

In the second meeting, the topic that used was about Indonesian Culture. The researcher served the picture through power point presentation.

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The first picture was about Bali Dance, and the second picture was about Borobudur Temple. After the researcher gave the instruction to the students. Every student should write descriptive text based on the picture. After they finished their work, they present their work and collected their work. In the end of the class, the researcher gave the assignment to the students to find the picture and describe it. Then, the students collected the work in the next meeting in a paper.

-Meeting 3

In the third meeting, the topic at the control class was about Go to Shopping. In this topic, the researcher also provided pictures that served through power point presentation in the class. After they got the picture, the researcher gave the instruction to them to make a descriptive text based on the picture that already given by the researcher. After they finished their work, they should present their work in front of the class. In the end of the class the researcher gave the assignment to the students to find the picture, and then describe it and collected the work in the next meeting.

5. Post Test Development

After created post-test, the researcher conducted a validity test to make sure that the tests were meaningful, useful and proper with conclusion of the test. There are 5 questions in Post-Test and the last one was about Describing Something (See Appendix B). The four points of the question

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was to guide students to answer the question and made them easier to explain and describe the ideas. This test was through the process of the expert judgment before it was used. The test of post-test used the materials that is taken from English in Focus for eighth grade Junior High School published by Pusat Perbukuan Depdiknas, which is based on KTSP Curriculum because the school was still using KTSP Curriculum.

6. Post Test Administration

Before conducted the research, firstly researcher made research plan. Secondly the researcher made post-test. The post-test also already validity by the expert judgmental with the lecturer of writing course. After getting two classes, it was divided into two groups, one class as an experimental group was taught using Launchora Application in teaching writing and one class as control group was taught using conventional. Then, the researcher gave post-test to control group and experimental group. The purpose of this post-test was to know students score for their descriptive writing scores. The result of post-test between control group and experimental group used to identify the students descriptive writing score after the treatment.

In this Post Test the topic that used was about Holiday Place. Both of Experimental Class and Control Class also used same topic. Same topic chosen to make same criteria to the topic used although the media was different because the media of experimental class was Launchora Application

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and another media for control class only conventional media. In this Post-Test the teacher take the result of Post-Post-Test from the students. After took the Post-Test the teacher give score to the students worksheet as the score of Post-Test.

7. Scoring of Post-Test

The result from post-test used Cohen formulas to count the result from descriptive writing score (See Page 44). After the researcher used Cohen formulas of Rubric Descriptive text, the researcher used SPSS 16 to count the result of the data through four steps. They were Mean Score, Normality Test, Homogenity Test, and the last was Mann Whitney U test.

E. Data Collection Technique

The technique of collecting the data was by conducting the test before (pre-test) and after (post-test) the treatment. The time for collecting data was five times. The activity that used was Pre Test at the first meeting, then doing the treatment in every class both of Experimental Class and Control Class. There was three times treatment that used in this research. Then, the last activity was Post Test.

The test was given before and after the treatment to measure the using of Launchora Application in students’ descriptive writing scores. During the treatment, the researcher was done a class observation of experimental class. The

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aim of this observation was to observe the implementation of Launchora Application. The class observation was divided into two parts. The first observation was finished on class teaching and learning process. The second observation was finished by the activity from the online class through Launchora Application.

F. Instrument of the Research

Instrument is a tool which change a physical variable of measurement to a form of recording that is suitable. In order to measure the data, to have consistent meaning, it is general to employ a standard system of units by which measurement to be compared6. According to Ibnu Hadjar, instrument is measurer to get quantitative information about variant of variable characteristic objectively7. In this research, the researcher used pre-test and post-test as the instruments prepared to get the data.

This study, researcher used two types of test, those were pre-test and post-test. The pre-test was given before the treatment and the post-test was given after the treatment. Pre-test was given to measure students’ descriptive writing scores before doing the treatment. Additionally, the post-test was given to measure student’s descriptive writing scores after doing the treatment. In case, the

Hasman, R. J. Characteristic of Instrument. Massachusets Institute of Technology: CRC Press. 2000, p.1

Hadjar, I. Dasar-dasar Metodologi Penelitian Kwantitatif dalam Pendidikan (Basics of Quantitative Research Methodology in Education). Jakarta: Raja Grafindo Persada, 1996, p. 60

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researcher held the post-test to find out the validity and reliability. Both were discussed below:

1. The Validity of Test

According to Gronlund, cited by Brown, validity is a goal of assessment which is meaningful, useful and proper with the conclusion of the test. In this part, the researcher was use two validity; those were: a) content validity is a test where the test-taker perform the behavior which is measured by using the samples as a subject in inferences, b) construct validity is a large scale in validating standardized test of proficiency8. In this research, validity test was done by the expert judgment.

2. Scoring Rubrics for Descriptive Writing Skill

Different from analytic and holistic scoring, trait-based scoring focuses on whether or not each paper shows evidence of the particular trait or feature you want students to demonstrate in writing. Trait-based instruments are designed to clearly define the specific topic and genre features of the task being judged9. Therefore, the advantage of this approach is in focusing on specific aspects of instruction that most reflect the objectives being covered when the writing assignment given. Based on the theories above, the soring rubric applied in this thesis is as bellow.

Brown, H. D. Language Assessment; Principles and Classroom. California: Longman. 2003, p.22

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Table 3.2Writing Descriptive Rubrics10. Component of

Writing

Scale Indicators Qualification

Content

5 Main ideas stated clearly and accurately, change of opinion very clear.

Excellent

4 Main ideas stated fairly clearly and accurately, change of opinion relatively clear.

Good

3 Main ideas stated somewhat unclear or innacurate, change of opinion statement somewhat weak.

Average

2 Main ideas stated not clear or accurate, change of opinion statement weak.

Poor

1 Main ideas stated not at all clear or

accurate, change of opinion statement very weak.

Very Poor

Organization

5 Well organized and perfectly coherent. Excellent 4 Fairly well organized and generally

coherent.

Good

3 Loosely organized but main ideas clear, logical, but incomplete sequencing.

Average

Cohen, A.D. Assessing Language Ability in the Classroom, 2nd ed. (Boston : Heinle and Heinle Publishers 1994), p. 328-329

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2 Ideas disconnected, lacks logical sequencing.

Poor

1 No organization, incoherent. Very poor

Vocabulary

5 Very effective choice of words and use of idioms and word forms.

Excellent

4 Effective choice of words and use of idioms and word forms.

Good

3 Adequate choice of words but some misuse of vocabulary, idioms and word forms.

Average

2 Limited range, confused use of words, idioms and word forms.

Poor

1 Very limited range, very poor knowledge of words, idioms and word forms.

Very Poor

Grammar

5 No errors, full control of complex structure.

Excellent

4 Almost no errors, good control of structure.

Good

3 Some errors, fair control structure. Average 2 Many errors, poor control of structure. Poor 1 Dominated by errors, no control of

structure.

Very poor

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4 Few errors in spelling and punctuation. Good 3 Fair number of spelling and punctuation

errors.

Average

2 Frequent errors in spelling and punctuation.

Poor

1 No control over spelling and punctuation. Very Poor Score : ( C+O+V+G+M) x5) x 4 = Result Score

G. Data Analysis Technique

In this study, data was obtained from research subject score to show whether teaching writing using Launchora Application was effective than teaching writing skill using conventional strategy.

1. Finding the Mean Score

To analyse the data, the researcher compared the score of both experimental and controlled group. It was useful to prove statistically whether there was any difference between the students’ scores of the control group and the scores of the experimental group. In counting pre-test and post-test score result, the beginning step was arranging the score into a table

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for both control group and experimental group and counting each average score or mean from each classes11.

2. Normality Test

Data that had been taken by the researcher was tested first to determine the characteristic of the data. A type of data testing that was carried for this research was normality test. This test used to find out whether the data had a normal distribution or not.

If the data had normal distribution, it meant that the data been representative of the population and the data can be calculated using parametric statistic which usually using Independent Sample T-test. If the data had no normal distribution, the data can be calculated using non-parametric statistics which usually using Mann Whitney U test.

In this study, researcher used SPSS 16.0 to calculate the normality test of the data. The researcher used Shapiro-Wilk test because the amount sample was less or equal with 50 samples. Shapiro-Wilk test assessed whether the data were normally distributed or not. If the significance value is less than α = 0.05, the data was not normally distributed, otherwise if the

Subana, Rahadi, M, & Sudrajat. Statistik Pendidikan (Statistic in Education). (Bandung: Pustaka Setia. 2000), p. 131

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significance value is more than α = 0.05, then the data is normally distributed12.

3. Homogeneity Test

The test used to test whether the distribution of the data is homogeneous of not by comparing the two variances. The homogeneity was intended to test the equality of variance of dependent variable of this study. In this study, the researcher used Levene’s Test, which is simply one-way analysis of variance on the absolute deviation of each score from the mean for the group13. If the significance value on the Levene’s Test is more than α = 0.05, then the variance of the variables are homogeneous.

4. Test of Hypothesis

After found out the result of normality test and homogeneity test, the researcher calculated the data to test the hypothesis. When the data has normal distribution and homogeneous, the data calculates using Independent Sample T-test, but when the data has nor normal distribution although it is homogeneous, the Independent Sample T-test cannot be continued. For alternative calculation, the researcher was using it with Mann Whitney U test to find out the significance different of the data that has been collected

Carver, R. H & Nash, J.G. Doing Data Analysis with SPSS Version 18. (Boston: Brooks/Cole Cengage Learning. 2012). p. 140

Cramer, Duncan. Advanced Quantitative Data Analysis. (Philadelphia: Open University Press.2003), p. 149

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for the research. Mann Whitney U test is a non-parametric statistical technique. It can be used in place of a t-test for independent samples in cases where the values within the sample do not follow the normal or t-distribution but also when the t-distribution of values is unknown. The Mann-Whitney U is also used to test the null hypothesis, subject to both samples coming from the same basic set or having the same median value14.

In doing the analysis of those tests above, such as finding the mean score, normality test, homogeneity test and hypothesis test, the researcher used SPSS 16.0 for Windows.

5. Data Interpretation.

There are several steps before the researcher interpretation the data after the researcher got the data they are, Finding Mean Score, Normality Test, Homogeneity Test. Those steps are the way to interpret the data. The data interpretation that researcher used was Mann Whitney U Test. Mann Whitney U Test used because of the researcher already through the several steps that mention on it. The Mann Whitney U Test was used because after the researcher check the data from those steps, the match criteria to interpret the data was Mann Whitney U Test. Then the researcher interprets the data using the analysis of Mann Whitney U Test.

Milenovic, Zivorad M. Application of Mann-Whitney U in Research of Professional Training of Primary School Teacher. Metodicki obzori: Original Scientific Article vol. 6(1). 2010. p. 73

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CHAPTER IV :

RESULT AND DISCCUSION

This chapter presents the research findings and the discussion based on the analysis of the data collected from the using Launchora Application in writing descriptive text at SMP PGRI Wringinanom Gresik. Related to the research findings, it can be seen from score between control group and experimental group that has differences in pre-test and post-test. The data were analyzed using SPSS 16.0 for window.

A. Research Findings

There were two classes which were used as the subjects in this study. The first class was 8A as the experimental group and the second class was 8B as the control group. The experimental group was taught using Launchora application and control group was taught a regular technique as the teacher used, writing in a paper media.

Before and after giving the treatments for both classes, the researcher conduct test to get the score of students’ writing descriptive writing scores. Both classes were given two types of tests. Those tests were pre-test, the test before giving the treatment, and post-test, the test after conducting the treatment. After obtaining the pre-test and post-test scores from both experimental class and control class, researcher found the mean from the data.

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suggest to the next researcher to make this teaching media in another skill such as reading skill.

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