The effectiveness of teaching writing recount text by using facebook: a quasi-experimental study at tenth grade students of SMA Negeri 4 Kota Tangerang Selatan

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THE EFFECTIVENESS OF TEACHING WRITING RECOUNT TEXT BY USING FACEBOOK

(A Quasi-Experimental Study at Tenth Grade Students of SMA Negeri 4 Kota

Tangerang Selatan)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in

English Language Education

By:

PUTRI AISAH NINGSIH NIM: 1110014000124

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

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Tangerang Selatan)

The'Skripsi'

prcsenred _{to Faculty of Tarbiyah}and Teachers' Training in a Partial FulfiIlment of the Requirements for the Degree of Strata

t

in English Language Education

By:

PUTRI AISAH NINGSIH

1110014000124

Approved By:

Advisor

I

DEPARTMENT OF ENGLISH EDUCATION

PACI,ILTY OF TARBTYAH AND TEACIIERS' TRAINING SYARIF HMAYATULLAII STATE ISLAMIC UI{IVERSITY

JAKARTA

2014

Advisor

II

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RECOUNT TEXT BY USING FACEBOOK" (A _{Quasi-Experimental}Study at Tenth Grade

Students of SMA Negeri 4 Kota Tangerang Selatan)written by PutriAisahNingsih, studsnts'

registration number 1110014000124 was examined by the Committee on December 15& 2014.

The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the

degree of "S.Pd" (Bachelor of Arts) in English Language Education at the English Department.

Jakarta, Decemberl sth 2Al4

EXAMINATION COMMITTEE

CHAIRMAN :Drs. Svauki, M.Pd.

NIP. 19641212199103 I 002

: Zaharil Anasy. _M.Hum. NIP. 19761007 2047101 002

:Drs. Svauki, M.Pd.

NIP. 19641212199103

I

002

:Ertin, MA., TESOL.

NIP._ SECRETARY

Acknowledged By

EXAMINER I

EXAMINER II

The _Jarbiyahand Teachers' Training

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Saya yang bertanda tangan di bawah ini, Nama

Tempat/ Tanggal Latrir

NIM

Jurusan / Prodi

Judul Skripsi

The Effectiveness of Teaching Writing Recount Text by Using Facebook

(A Quasi-Experimental Study at Tenth Grade Students af SMA Negeri 4 Kota

Tangerang Selatan)

Dosen

Pembimbing

:

l.

Dr. Farida Hamid M,Pd.

2. Yenny rahmawati M, Ed.

Dengan ini menyatakan bahwa Skripsi yang saya buat benar-benar hasil karya sendiri

dan saya bertanggung jawab penuh secara akademis atas apa yang saya tulis'

Jakarta, 24 Novembet 2014

Mahasiswa Ybs.

Putri Aisah _Ningsih NIM: 1l10014000124 Putri Aisah Ningsih

Jakarta, l8 April 1991

I I 10014000124

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i

ABSTRACT

PUTRI AISAH NINGSIH, 2014, The Effectiveness of Teaching Writing Recount Text by Using Facebook at Tenth Grade Students of SMA Negeri 4 Kota Tangerang Selatan, Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta.

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

Key words:Recount Text, Facebook

The objective of this research is to obtain the empirical evidence whether or not Facebook has good effect in improving students’ writing Recount Text.

This is a quasi experiment research. The experimental group is treated by using Facebook and the controlled group is treated without Facebook. The writer took a pre-test that the classes have relatively the same background knowledge in the research variable and a post-test is to find out the growth of score as measurement of achievement. The writer used ttest to calculate the data and then

tested hypothesis.

The research finding shows that to > ttable. It means that the test

hypothesis is Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha)

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ii

ABSTRAK

PUTRI AISAH NINGSIH, 2014, The Effectiveness of Teaching Writing Recount Text by Using Facebook at Tenth Grade Students of SMA Negeri 4 Kota Tangerang Selatan, 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, Facebook

Tujuan penilitian ini adalah untuk mendapatkan bukti empiris apakah Facebook dapat memberikan dampak yang bagus dalam peningkatan pemahaman siswa dalam pelajaran Writing Recount Text atau tidak.

Ini adalah penilitian quasi eksperimen. Kelompok eksperimen diajar dengan menggunakan Facebook dan kelompok kontrol diajar tanpa menggunakan Facebook. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelompok mempunyai latar belakang pengetahuan yang relatif sama dalam variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi. Penulis menggunakan ttest untuk menghitung dan menghipotesis.

Hasil dari perhitungan penelitian ini menunjukan bahwa to > ttable. Itu

berarti bahwa hipotesis tes adalah Null Hypothesis (Ho) ditolak dan Alternative

Hypothesis (Ha) diterima. Interpretasi data adalah pengajaran Writing Recount

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iii

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the name of Allah the most gracious, the most merciful

Alhamdulillah, the writer thanks to Allah SWT, The lord of the word. He always gives strong and favor in completing this “Skripsi” by the title “The Effectiveness of Teaching Writing Recount Text by Using Facebook” without any obstacles. 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 Yeni 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., the Dean Faculty of Tarbiyah and Teachers Training the State Islamic University Jakarta.

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

3. ZahrilAnasy, M.Hum., the Secretary of English Education Department. 4. All lecturer of English Education Department who have already taught

the writer during his study at UIN SyarifHidayatullah Jakarta.

5. Suhermin, S. Pd., M. Si., the Headmaster of SMA Negeri 4 Kota Tangerang Selatan who has allowed the writer to conduct and observe the research at the school.

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iv

7. Her best friends: Gadis, Saa, Nurul,Tazka, Ade, Rini, Rustini, Wiwin, Febri, Yusri, Uswah, Ida, Alvi, Tami who always give her support and courage through these years and thanks for being good friends.

8. Her friends in English Education Department 2010, class A, B, and C. thanks for giving support, sharing their time and being good friends.. 9. 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., the almighty 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 scientific education and become the inspiration for people who read it.

Jakarta, November 2014

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v

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ... 40

B. Suggestion ... 40

BIBLIOGRAPHY ... 42

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[image:12.595.117.508.207.578.2]

viii

Table 2.1 Example of Generic Structure of Recount Text ... 13

Table 3.1 A Scoring Rubric for Writing ... 27

Table 4.1 The Test Result of Experimental Class ... 33

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ix

LIST OF FIGURES

[image:13.595.117.510.229.577.2]

Page

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x

LIST OF APPENDICES

Page

Appendix 1 Lesson Plan of Experimental Class (First Meeting) ... 46

Appendix 2 Lesson Plan of Experimental Class (Second Meeting) ... 50

Appendix 3 Lesson Plan of Experimental Class (Third Meeting) ... 55

Appendix 4 Lesson Plan of Experimental Class (Last Meeting) ... 59

Appendix 5 Lesson Plan of Controlled Class ... 63

Appendix 6 Pre-test ... 78

Appendix 7 Post-test ... 79

Appendix 8 Pre-test Scoring Format of Experimental Class ... 80

Appendix 9 Post-test Scoring Format of Experimental Class ... 81

Appendix 10 Pre-test Scoring Format of Controlled Class ... 82

Appendix 11 Post-test Scoring Format of Controlled Class ... 83

Appendix 12 Surat Bimbingan Skripsi ... 84

Appendix 13 Surat Permohonan Izin Penelitian ... 85

Appendix 14 Surat Keterangan Telah Melakukan Penelitian ... 86

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1

CHAPTER I

INTRODUCTION

This chapter presents and discusses background of study, limitation and formulation of the problem, objective of the study, significance of the study, method of research, hyphothesis of the research and organization of the writing.

A.

Background of the Study

English is an international language spoken in most countries in the world. It is used as a mean of communication. Many countries use English for many occasions such as diplomatic, social, education, etc. some countries consider English as their native language, but in Indonesia English is considered as a foreign language. As a foreign language, English is not normally used as a medium of instruction, but English is used in formal setting, such as school and university. It means that English in Indonesia is not used for daily interactions, and it is learned in school as one of subjects in school.

Studying English as a foreign language is gradually getting more important. In Indonesia, English is considered as a first foreign language and

compulsory subject to be taught in high school. One of the aims of teaching English is developing the ability to communicate. The ability involves the four skills: listening, speaking, reading and writing.

The writer is mainly focused on writing skill, because writing is considered the most difficult and complicated language skill to be learned. Writing needs hard thinking to produce idea, words, sentences, paragraph, and composition.

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Based on Competency Standard in 2013 curricullum, the students are expected to be able to analyze the social function, structure, and language features of recount text. Besides, they should be able to develop recount text in the form of work report, history, and personal experiences.1

Based on the writer’s experience, the most difficult skill to learn is writing. The writer has observed some students in SMA Negeri 4 Kota Tangerang Selatan about the students’ problems in writing English text. There are three problems that they have, they are: first, they lack of vocabularies. Second,

they do not know how to make a good sentence. Third, they do not know how to organize writing.

According to Elanneri Karani, there are four problems encountered by the students when they are ordered to write a text. They are problems in content, organizing, vocabulary, and grammar.2 First is content. It means that the students cannot produce an effective text because they cannot construct the main idea and supporting detail into a paragraph. Second is organizing. In organizing, the students cannot organize paragraph into a good text. Third is vocabulary. Sometimes, the students lack of vocabulary for constucting a good paragraph, so the students cannot convey their ideas and opinions smoothly. Fourth is grammar. A good text describes a sentence structure correctly, and the paragraph has a good order of the words in sentence sequence. In other word, the students face many problems in writing English text. Their problems focus on the writing procedures, and they usually lack of vocabulary and grammar mastery to start writing English text.

These problems can be influenced by some factors. Based on the writer’s experience while teaching in SMA Negeri 4 Kota Tangerang Selatan, these problems come from the teaching technique that is used by teacher.

Sometimes, the English teacher uses a boring teaching technique in teaching writing. The teacher just gives some explanations and exercises from the

1

Kementrian Pendidikan dan Kebudayaan, Kurukulum 2013 Kompetensi Dasar Sekolah Menengah Atas dan Madrasah Aliyah, 2013, p. 160

2

Elanneri Karani, Area of Problems in Writing Recount Text, Jurnal Pendidikan Inovatif,

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textbook. It makes the students less comprehended the material, and the students cannot produce their own sentence in English in the end of the class. Some students can consider English subject as a boring class because of the teaching technique that is used by the teacher.

In this case, the writer suggested Facebook as a medium of instruction in teaching writing to be more effective. There are some reasons why using Facebook is really effective for students to write. The first reason is because Facebook is free. There are many social media, such as Blackberry

Messenger, WhatApps, Twitter, Instagram, and Path that spent a lot of money, but Facebook is free. The second is because Facebook is flexible. Facebook can be accessed in anywhere and anytime, and Facebook can also be accessed through cell phone and computer. This flexibility makes Facebook more special than other social media. The other reason is that the students can show and tell what they will talk about. The students can show some pictures and share it on Facebook, so the others can also see it.3

As the most popular sites in Indonesia, Facebook can be a meaningful environment for improving students’ writing skill. If some students can make a new post on Facebook for a day, so it will be effective if they write their post in English in order to practice English writing. According to Rita, Facebook can have a positive influence in improving students’ literacy.4 She states in her paper that the students can comment and get a good feedback from others. She describes that comment and peer feedback can be a positive influence for students to learn English. It can be concluded that Facebook can be a positive influence to improve students’ writing skill on recount text. When the students can comment to each other, they can take a good response and feel more open to be a better writer.

3

50 Reasons to Invite Facebook Into Your Classroom,

http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/, accessed on January 10, 2014.

4

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To help students to solve these problems, it needs another technique in teaching writing to be more interesting for the students. In this case, the writer used Facebook as a medium of instruction. As the writer explained above that there are many advantages in using Facebook for the students, the writer hoped that Facebook can improve their writing skill.

On Facebook, the students can share their ideas about something. Their friends can also take a look and give some arguments to each other. Their vocabulary items will improve if they write it in English. By using peer

feedback, the students learn how to correct their friend’s work. Some researchers describe that avoiding face-to-face interaction can lower down students’ anxiety. Even though they write the sentence grammatically incorrect, they are still confidence to use English on their writing on Facebook. Furthermore, when the students discuss on Facebook, they do not have to use their real name, so they can give comment and feedback to each other without any anxiety. In other hand, the students who might not speak up can contribute on Facebook where they may be more comfortable. Sometimes, when teacher asks this kind of students they will not answer the question because they are not confident enough in class. In other word, Facebook makes shy students can shine.5

Based on the background above, the writer conducted a research on The Effectiveness of Using Facebook in Teaching Writing Recount Text. This research was conducted on tenth grade students of SMA Negeri 4 Kota Tangerang Selatan

B.

Identification of the Problem

Based on the background above, the problems are:

1. Teacher who teaches recount text only use students’ textbook for teaching recount text.

5

50 Reasons to Invite Facebook Into Your Classroom,

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2. Students only do the exercises from textbook. Therefore, it makes students less comprehended the materials.

3. Many students have Facebook account for updating their status, but they use Bahasa Indonesia for updating their Status.

4. Students have anxiety in writing English. In other hand, while it comes to Facebook, they will have confidence in writing English.

5. Teachers usually use traditional technique for teaching writing recount text.

6. Facebook is assumed to be one of the effective media for teaching writing recount text.

C.

Limitation and Formulation of the Problem

1. Limitation of the Problem

To make the study deeper, the problem which is going to be discussed in this study is limited to the effectiveness of using Facebook in teaching writing recount text. This research was conducted on tenth grade students of SMAN 4 Kota Tangerang Selatan.

2. Formulation of the Problem

In line with the background of the study, the writer formulates the research question as follows: “Is Facebook effective in teaching writing recount text on tenth grade students of SMAN 4 Kota Tangerang Selatan.?”

D.

Objective of the Study

The objective of this study is to find out empirical evidence about the effectiveness of using facebook in teaching writing recount text.

E.

Significance of the Study

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The result of this study is useful for English teachers at Senior High School level to get information about teaching writing recount text using Facebook.

2. Students

The result of this research may be able change students’ point of view of Facebook as a medium in improving writing skill on recoumt text. Furthermore, this research can help students in improving their skill on writing recount text using Facebook.

3. Other researcher

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7

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses theory that is connected with the study. The discussion focusses on writing and Facebook. In writing, it will discuss about definition of writing, the writing process, and the purpose of writing. In recount text, it will discuss about definition of text, the definition of recount text, the kind of recount text and the schematic structures of recount text, the language features of recount text, and the example of recount text. In Facebook, it will discuss the definition of Facebook, the advantages of Facebook, the disadvantages of Facebook. Then, the last is about teaching class using Facebook.

A.

Writing

1. Definition of writing

Writing is one of the important skills to master by the students. They use it to communicate to each other, as means of ideas and emotional expression. According to Tricia Hedge, writing is about expressing idea that a writer is unable to express what a speaker able to express, such as gesture, body

movement, facial expression, pitch and tone of voice, stress and hesitation.1Thus, a writer has to be able to write an effective writing in order to make a reader understand by developing and organizing ideas, a careful vocabulary choice, grammatical pattern, and sentence structure to make which is appropriate to the subject matter and the eventual readers. As far as I am concerned, writing is the most difficult skill in English. The first reason is because the writer should master English grammar, and the language use in writing is completely different from the language use in spoken language. Another reason is because the word choice in writing is strictly chosen to make the writer’s idea make sense. In concussion, writing skill is a skill that

1

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combines some language competences, such as grammar and vocabulary. Furthermore, writing is about how the writers convey their idea, so the writer should be able to understand how to develop and organize the idea.

2. The Writing Process

Writing is not an instant process. It takes time and engages so many activities. The activities are prewriting, drafting, revising, and editing. According to Barbara Fine Clouse, in the process of writing, the writers do

not easily move from step to step. The writers sometimes need to double check before going to the next process, or sometimes they need to move backward if they have an idea to add in their writing.2

a. Prewriting

Prewriting can be defined as the use of random ideas in developing text when the writer has lack inspiration. The activities in prewriting are brainstorming, free writing, collecting data, note taking, outlining. b. Drafting

Drafting can be defined as writing down some ideas that come into mind. Then, this draft can be shaped and refined in the next stage. This first draft is usually rough, which is why it is called the rough draft.

c. Revising

Revising is a process when writer rework the rough material of the draft to get it in shape. This process is a time-consuming, difficult part of the process because the writer should express the ideas in the best order and in the best way, so the reader can get the writer’s idea. d. Editing

2

Barbara Fine Clouse, A Troubleshooting Guide Strategies and Process for writers,

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Editing is the last process of writing. In this process, the writer should hunt for errors, especially in grammatical errors. The writer should edit more than once, so the writing can be free of errors.3

3. The Purpose of Writing

Every written text has purpose. Even the text that is written in simple word such as advertisement has purpose: to persuade the reader to buy the thing that they sell. According to Tony Stead and Linda Hoyt, there are five

common purposes of writing; they are to instruct, to inform, to persuade, and to narrate, to response.4

Each purpose of writing has different characteristics, and the example of the text is also different. Instruction text can usually be found on Recipe text, Science Experiment, Direction Text, Rules, and so on. Its characteristic is that there are lists or steps presented in the specific order. Description text, such as The Body of a Blue Whale is one example of the text which purpose is to inform. The text such like advertisement, letter, poster, brochure, and debate are the example of persuading text.5 Its characteristic is that there is writer’s argument by using supporting fact and evidence. Another purpose of writing is to narrate. It is where the writer well-developed setting, events, details, and ending. The last is responding text, and the example is like the text response to literature, response to academic prompt, and response to personal communication.

B.

Recount Text

1. The Definition of Recount Text

One kind of texts that is learned by Senior High School Students is recount text. Recount text is one of text types that retells past events. According to Anderson, a recount is a piece of text that retells pasqt

3

Ibid, p. 5

4

Tony Stead and Linda Hoyt, A Guide of Teaching Nonfiction Writing, (Portsmouth: Greenwood Publishing Group, 2011), p. 13

5

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events, usually in order in which they happened.6 Thus, the special features of recount text could be found in its sequence of events in which the past event is written chronologically. The purpose of the text is usually to give the reader a description of event. Besides, its most common purposes are to inform and to entertain.

In other word, recount text is one type of texts that retells some events in the past in order to inform and entertain the reader. Recount text includes eyewitness account, newspaper report, letter, conversation,

television interviews, and speeches.7

2. The Kinds of Recount Text

According to UC High School Kaleen Writing Handbook 2011, recount text is classified into three; they are personal recount, factual recount, and imaginative recount.8

a. Personal Recount

A personal recount is where the writer is recounting the personal event that they were involved directly. It means that the writer is actively involved in the activity of the event. The purposes of personal recount are to inform and to entertain the reader. The example of this text as follows:

Please Send Me a Card9

Postcard always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens. A friendly waiter taught me a few words of Italian. Then he lent me a book. I read a few lines, bt I did not understand a word. Every day I

6

Mark Anderson and Katy Anderson, Text Types in English 2, (South Yarra: Macmillan. 1997), p. 48

7

Ibid, p. 49

8

University of Canberra, UC High School Kaleen Writing Handbook, (Canberra: University of Canberra, 2011), p. 26

9

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thought about postcards. My holidays passed quickly, but I did not sand any cards to my friends. On the last day I made a big decision. I got up early and bought thirty-seven cards. I spent the whole day in my room, but I did not write a single card!

b. Factual Recount

A factual recount is a list of record of a certain event. It can be used to retell the particular incident or event, such as an accident

report, eyewitness, science experience, historical events, and newspaper report. Its purpose is just to inform the reader about what was going on in the past. The example of this text as follows:

The X Files10

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 result of a survey that said three of every hundreds 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.

10

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c. Imaginative Recount

An imaginative recount retells an imaginative story through the eyes of a fiction character. It means, the event that happened in the text do not occur in the real life. Its purpose is usually to entertain, and it usually can be found in textbook.

From those three kind of recount text, it can be seen that there is one typical characteristic that is the text is retell the event in the past chronologically. The example of this text as follows:

As It happened11

One very spooky encounter with UFO (unidentified flying object) occurred in May 1974 involving a couple driving from Zimbabwe to South America.

As they carefully drove throughout the night they saw a flashing blue-white light that was going on an off in a slow, steady rhythm. Shortly after noticing this, the car was covered in a bright circle of light.

Inside the car it suddenly became very cold. The couple wrapped themselves in thick blankets and turned on the heater but they still shivered.

Then their car began to act very strangely. Suddenly the headlights went off, the brakes failed, the steering wheel locked and the fuel gauge showed empty. Next the car began speeding up and raced along the road at 190 kilometers an hour. To one side of the car, the UFO continued to follow.

The drier and his passenger lost consciousness. When they awoke they were near the small town of Fort Victoria. The car’s odometer showed that only 12 kilometers had been traveled, yet the distance from where they first saw the UFO to Fort Victoria was 290 kilometers.

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Although the couple’s description of what happened contained plenty of details, many people find it hard to believe that UFOs do exist.

3. The Generic Structures of Recount Text

To make an effective recount text needs standard that is used to guide a writer to make a good writing. Recount text has several significant characteristics which the writer may use. The

genericstructures of recount text consist of: orientation, sequence of events, and reorientation.12

a. Orientation

Recount begins by telling the reader who was involved, what happened, where the event took place, and when it happened. Orientation gives reader background information needed to understand the text, and the reader will recognize about scene setting and context of the text.

b. Sequence of Events

Event is the main activities that occurred in the story of the text. In writing recount text, events are ordered in a chronological sequence. Sometimes, additional detail is added to the text to give some information for reader.

c. Reorientation

Reorientation is a closing statement that may include elaboration. Some recount texts also have a concluding paragraph. In this concluding paragraph, the writer can give his/ her personal comment or

statement, but it is optional one.

12

Lancashire County Council, Primary Framework Support for Writing, non-fiction,

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[image:28.595.118.516.145.598.2]

Table 2.1

Example of Generic Structures of Factual Recount Text

Title The X Files13

Orientation The X Files is one of television’s most popular shows watched each week by millions of people in over sixty countries.

Sequence of Events 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 result of a survey that said three of every hundreds 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.

Reorientation The X Files has been nominated for many awards and continues to attract a growing audience.

4. The Language Features of Recount Text

There are some language features of recount text, as follows:

a. Usually written in the past tense. Some forms may use simple present tense, e.g. informal anecdotal storytelling (Just imagine – I’m in the park and I suddenly see a giant bat flying towards me!).

13

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b. Words that show the order of events (then, next, first, afterwards, just before that, at last, meanwhile).14

c. The subject of a recount tends to focus on individual or group participants (third person: they all shouted, she crept out, it looked like an animal of some kind).

d. Personal recounts are common (first person: I was on my way to school ... We got on the bus).15

e. Using action verbs and circumstance such as adverb of place and

adverb of time to show the action and detail information of events that occur in the story.16

C.

Facebook

1. The Definition of Facebook

Facebook is one of social networking media. Social networking is that the use of a website to connect each other who has similar interest, hobby, school, etc. Since Facebook was invented in 2004 by Mark Zuckerberg, it has been widespread used in all around the world. Facebook as one of social media is very usefull for people to communicate to each other. The Education Foundation of The UK’s Education Think Tank defines Facebook as a social utility that can connect us to people, brands, and organizations we care about.17 It means Facebook is not only to connect people to people, Facebook can also as a medium to share our feeling, product, brands, and organization.

The Education Foundation of the UK’s Education Think Tank explores about the usefulness of Facebook as a medium of digital

learning. They explain that many people nowadays can use many digital

14

Ibid., p. 50

15

Lancashire County Council, op. cit., p. 7

16

Goverment of South Australia, Engaging in and Exploring Recount Writing: A Practical Guide for Classroom Teachers,(Australia: Government of South Australia Department for Education and Child development, 2012), p.2

17_{The Education Foundation, The UK’s Education Think Tank,}

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media to communicate to each other even for young people. The people can use their digital devices through mobile and static devices. This digital technology can also be accessed in real time, cheap, and flexible. As a result, this foundation tries to make the education on Facebook more social.18 It can be concluded that many people use Facebook for many reasons, and Facebook can be a good medium for teaching and learning.

Many people feel an enjoyment in updating status on Facebook because other people can see their status and give some argument. This

kind of application is the reason why many people usually use Facebook. It makes many people can still connected even they feel close to each other because they can share their feeling and affection. The users can also post their updates safely with privacy setting. The users have to make sure that their post is not widely spread,so with the privacy setting, the users can enforce the audience.19

In term of writing, Facebook has become a media for students to write, but it is different from the writing that has been done in school. The students usually use informal language in Facebook, and they unable to consider writing as an engaging activity. They also cannot recognize that Facebook can be their medium for improving their writing to become a better writer. As a result, they write on Facebook with no purpose of improving their writing skill.

2. The History of Faccebook

Mark Elliot Zuckerberg is the founder of Facebook. He has been good at programming since he was in elementary school. While he was studying in Harvard, his talent on programming was outstanding other

than his friends. Mark had made Coursematch.com once in Harvard for the students to register their courses through online.

18

Ibid, P. 4

19

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Facebook was launced in February, 2014 by Mark Zuckerberg as a media to connect and interact among Harvard university students.20 Two weeks after it was launched, half of Harvard University Students have registered and owned an account in Facebook. At first, Mark wanted to make Facebook as a social networking among Harvard students, so only Harvard students could join and access it through their Harvard email id. However, Mark and the other founders changed their mind. They thought it was good to make Facebook widespread. Now, Facebook can be

accessed by many people who have an email id

3. The Features of Facebook

Facebook provides many interesting features for its user such as, teenagers and adult. They like to use Facebook because Facebook make them easy with the features that Facebook has. The features are Wall, Profile, Inbox, Photo, Video, Group, Event, Games, Chat, and Blog.

a. Wall is a way to connect to your friends.21 This is the page that gives some information about the user’s activity. The user can share his status, so his status can be seen by other users and can be commented.The Wall section is wildly popular item in Facebook. Here you can not only leave messages, but you can also leave links or videos for others.

b. Profile is the general information of the user. Steven Holzner stated that the Profile is our public face on Facebook.22 In the profile section, it includes Homepage, Status, Network, and Birthday.23 The newest feature of Profile section for the user is Timeline, most of the

20

http://en.wikipedia.org/wiki/History_of_Facebook, accessed on November 10, 2014

21

Steven Holzner, Facebook Leverage Social Media to Grow Your Business Marketing,

(New York: Que Publishing, 2009), p. 25

22

Ibid, p. 12

23

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[image:32.595.118.517.194.573.2]

Facebook users have changed their profile setting into Timeline Profile. The Timeline Profile as follows:

Figure 2.1 The Timeline Profile

c. Inbox or Message is the section where the user can find all of the messages that people send through Facebook.24This service makes it possible for the users to send or receive message to or from anyone’s email address.25 Some people seem to think using the Inbox is better than using Wall to send message because the user can secretly talk about everything to his friend on Inbox because the message that is sent in Inbox cannot be seen by other users.

d. Photo is a section where the photo of the user is appeared. In this section the user can upload as many photos as they can, and they can create their photos into an album. Each album consists on sixty photos as maximum. When the users post a photo or video, share a link, or

24

Jason Alba & Jesse Stay, I’m on Facebook Now What???, (Califonia: Happy About, 2008), p. 11

25

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write a status update, they can choose the appropriate audience for that post. It means that the user can choose the audience with whom they want to share.26

e. The user not only can upload their photos, they also can upload their video. Furthermore, this Video can be shared and tag to other users. f. Group is a Facebook page where members can interact with each

other and start discussions.27 In Group, the user can collect and get some people to join his group to discuss about certain topic. Group

initiated by bloggers or authors, or special interest Groups.28

g. Event is a place to invite your friends into some interesting events. In Facebook, an event is a free page that publicized an upcoming occasion of note for your company or group.29It is very effective because it is very economical and it is not wasting your time.

h. Game is another interesting feature on Facebook. All users can play it online. The user can also invite his friend to play the same game as he does.

i. Chatting on Facebook is a real time activity among Facebook users. Chat is known as instant messaging.30 This feature’s function is very similar to other messaging program, such as Google Chat, yahoo Instant Messenger, and MSN Messenger. The users are very enthusiastic with this feature because it is easy to access. In Chatting, the user can invite one or more people to join conversation. This Chatting will connect the users to each other wherever they are.

j. Blog in Facebook is a feature where the user can share other users’ quote or status. This Blog is very useful to share some information that other users have not known before.

26

The Facebook Team, Facebook for Educators and Community Leaders, A Practical Guide to Help Teens Navigate Facebook, (Facebook Family Safety Center, 2013), p.5

27

Steven Holzner, Op. cit., p.45

28

Jason Alba & Jesse Stay, Op. cit., p. 18

29

Steven Holzner, Op. cit., p. 101

30

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4. Positive and Negative Influence of Facebook

Facebook has both negative and positive influence. The positive influence that the user can get are:

a. Socializing.31 This is one of the positive influences from Facebook. Sometimes, the user can meet his old friends through Facebook, or he can meet someone that he has known before.

b. Facebook for business. These days, many people use Facebook not

only for chatting to each other, but they also use Facebook to promote their products, brands, and institutions. The users need to make a homepage to share their brands or products on Facebook.

c. Facebook Group.32 There are many groups that the users can join. They can share information, interest, and hobby in that group. The member of Facebook group can from many Facebook friends, such as member of family, schoolmates, a sport club, or any other grouping that the users desire.

However, Facebook also has negative influence for the users, especially for students. The negative influences of Facebook as follow:

a. Facebook makes the user addict to use it. He can spend a lot of time using Facebook, and sometimes he ignore the people around them. The user prefers to spend time with their friends on Facebook rather than to communicate with his friend directly. If this condition usually happens, it can decrease the verbal communication ability of the user b. The students spend more time to use Facebook rather than to study. it

makes them becoming less responsible to do their homeworks. The more time they spend on using Facebook, the more irresponsible they become.

31

Anne Collier and Larry Magid, A Parents’ Guide to Facebook, (ConnectSafely.org: 2012), p.3

32

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c. If those two bad influences always happen, it causes the decreasing of students’ achivement. The students become lazy to do their duty from their school. Their concentration on studying is also decreasing because they overuse Facebook in their daily life.

D.

Facebook as a Medium of Language Learning

There are many websites that demonstrate and guide teachers on how to use Facebook for classroom teaching and learning process. Facebook with its many unique features such as online games and chat room can encourage people to engage and interact with anyone all over the world. However, since most of features are in English, the users have to understand in order to be active in using all of the features.

Using media such as Facebook, students can read and listen to a story before writing and recording their own version of similar story. This media provides the multiple modalities needed to meet the needs of students with different learning styles and strategies. The aural, visual, tactile, and kinesthetic learners have access to a variety of computer-based activities that are well suited to their preferred learning style.33

Many researchers found out how Facebook can be useful in improving students’ language learning. In a conceptual paper, Blattner and Fiori examine how Facebook can provide opportunities to enhance the “development of socio-pragmatic competence in language learners” and “the sense of community in language classroom”.34

In addition, Alhomod and

Shafi also point out that Facebook can be utilized for improving students’ team based learning. One of the important benefits of team based learning is

that it helps students with developing skill such as possessing excellent

33

Mary Ellen Butler-Pascoe and Karin M. Wiburg, Technology and Teaching English Language Learners, (USA: Allyn and Bacon, 2003), p. 7

34

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teamwork in organizing the problems and finding a solution for the problems.35

From those explanations, it can be concluded that Facebook has many usefulness for language learning. Facebook can be a medium for improving students’ language skill. By using a good methodology, Facebook can be appropriate and have a good impact for language learning.

E.

Teaching Recount Text Through Facebook

The writer used some procedures in implementing Facebook in classroom. They are as following:

a. The teacher created a separate group page. On this page students can find their classmates and can communicate with them as well as with the teacher.

b. The teacher built knowledge of the topic. c. The teacher gave a sample of recount text.

d. The teacher gave some questions to guide students to write recount text. e. The students wrote their recount text based on their answers on

Facebook.

f. The teacher guided a discussion of recount text they had written and gave some feedback.

g. The teacher asked students to draft the text, edit and post their text on group.

h. The students did peer assessment in classroom.

i. The teacher gave the final score of students’ writing.

35

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F.

Advantages and Disadvantages of Using Facebook in Teaching

Recount Text

When the teacher decides to use Facebook in classroom, some problems

will come up when it is applied. In this case, in teaching recount text by using Facebook there must be some advantages and disadvantages.

The advantages of using Facebook in teaching writing recount text is that the teacher can bring the classroom into Facebook because one features of Facebook is Group, so the teacher can make students join the Facebook group. As a leading social network, Facebook is believed to be the most ideal social networks to analyze the possibilities of interaction in classroom environment.36 The teacher can share the example, pictures, and video about recount text, so the students can comment and argue in the group. When they use Facebook, the relationship between teacher and student can also continue after the course. It creates a social bond between student and teacher by interaction on Facebook.

However, some students in Indonesia do not currently use Facebook today because there are many social networking sites around them. It is one of disadvantages of Facebook in teaching recount text. Social networking sites such as Blackberry Messanger, WhatApps, Twitter, Instagram, and Path are

commonly used by students. It is hard for teacher to apply Facebook for teaching recount text even though Facebook is more appropriate for it.

Furthermore, when the teacher shares video or text on Facebook group and wants a faster feedback, it is hard to make the students online one at a time.

In conclusion, there is always advantage and disadvantage if Facebook is applied in the classroom. Thus, the teacher should be able to overcome the problem as well.

36

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G.

The Relevant Previous Study

There are many researchers whose study about Facebook as a medium of language learning. The first researcher is Giyatno. He is from Graduate School of Sebelas Maret University. His thesis is about “Improving Students’ Writing Skill on Recount Text Using Questioning Technique and Facebook

Media”. He used four stages of questioning technique to teach recount text. The stages are building knowledge of the field, modeling the text, joint construction of the text, independent construction of the text. The researcher used Facebook in the first and second stage, and he applied the questioning technique also on Facebook. The third stage he had done in classroom by asking the students some guided questions to be discussed. Finally, the students made their own text, and had been asked to post it on Facebook. The result of his research is that questioning technique and Facebook increased students’ motivation, gave ideas, improved vocabulary mastery, improved their cooperative with their friends and Facebook creativity. This improvement can be seen on students’ pre-test and post-test. The average score of students in pre-test was 64, cycle 1 is 69 and cycle 2 is 79.

The second researcher is Liza Umami. She is from Social Science Department of State Islamic University Syarif Hidayatullah Jakarta. Her research is about “Hubungan Penggunaan Facebook Terhadap Kedisiplinan Belajar Siswa Pada Pembelajaran IPS di MTS Al Husna Lebak Bulus Jakarta

Selatan”. She used observation, questionnaire, interview and documentation to collect her data. Her research is to know the relationship between Facebook

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25

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this study. It consists of place and time of the study, method of the study, population and sample, technique of data collection, technique of data analysis, and statistical hypotheses.

A.

Time and Place of the Study

The research took place at SMA Negeri 4 Kota Tangerang Selatan that is located on Jl. WR. Supratman Komp. PERTAMINA Pondok Ranji – Ciputat Timur Kota Tangerang Selatan. The writer conducted this research for one month. It began from October 1st, 2014 until October 31st, 2014.

B.

Method of Study

This research employed a quantitative design of using experiment. In this research, the students in the experimental class were taught using Facebook and in the controlled class without using Facebook. In the first meeting, it was the pre-test distribution. The following meetings were the treatment for experimental class that is the teaching writing recount text by using Facebook. In other hand, the controlled class used slide presentation as a medium of instruction. Then, in the last meeting, the post-test were given to both classes.

C.

The Population and Sample

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writer chose 20 students from each class as sample of this study. The writer

chose these classes due to the fact that the writer has found the students’

English writing problem in the class. This kind of sampling is usually called as purposive sampling. Purposive sampling is the use of sample with some purposes in which the writer has already had.1 The purpose is that to know whether Facebook is effective for students to write Recount Text or not.

.

D.

The Technique of Data Collection

The technique of data collecting is test. The test type is an essay test. The writer used guided questions for the the students to write. The test was

done for getting the objective data of students’ achievement in teaching

writing recount text by using Facebook. The writer applied two kinds of test, namely pre-test and post-test.

1. Pre-test

The writer gave pre-test for the students in the first meeting in

order to know the capacity of the students’ competence between the

experimental class and the control class. In the pre-test, the writer

gave the students a topic which was “My Holiday”. The students were given five guided questions to make a recount text.

2. Post-test

The post-test was given to know the change of understanding material about recount text after the treatment by using Facebook.

This post-test was used to know the significant difference between the experimental class which is used Facebook for the treatment and

controlled class which is not used any treatment. In the post-test, the

writer gave the students a topic which was “My School Life”. The

students were given four guided questions to make a recount text.

1

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E.

Technique of Data Analysis

In his book, Ken Hyland states that analytic scoring procedures require readers to judge a text against a set of criteria seen as important to good writing. 2 Ken Hyland provides an analytical scoring rubric in his book, and

there are three components presented in the analytical scoring rubric for writing, are: format and content, organization and coherence, sentence construction and vocabulary. The writer uses analytic scoring rubric to

analyze the data related to the students’ paragraph writing test of writing

[image:41.595.116.517.187.724.2]

ability. The analytic scoring rubric using as follows:

Table 3.1

An Analytic Scoring Rubric for Writing3

Mark Format and content 40 marks

31-40

Excellent to very good

21-30

Good to

average

11-20 Fair to poor

Fulfills task fully; correct convention for the assignment task; features of chosen genre mostly adhered to; good ideas/good use of relevant information; substantial concept use; properly developed ideas; good sense of audience

Fulfills task quite well although details may be underdeveloped or partly irrelevant; correct genre selected; most features of chosen genre adhered to; satisfactory ideas with some development; quite good use of relevant information; some concept use; quite good sense of audience

Generally adequate but some inappropriate, inaccurate or irrelevant data; an acceptable convention for the assignment task; some features of chosen genre adhered

2

Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 1996), p.229

3

(42)

1-10

Inadequate

to; limited ideas/moderate use of relevant information; little concept use; barely adequate development of ideas; poor sense of audience

Clearly inadequate fulfillment of task; possibly incorrect genre for the assignment; chosen genre not adhered to; omission of key information; serious irrelevance or inaccuracy; very limited ideas/ignores relevant information; no concept use; inadequate development of ideas; poor or no sense of audience

Mark

16-20

11-15

Good to

average

6-10

Fair to poor

1-5

Inadequate

Organization and coherence 20 marks

Message followed with ease; well organized and thorough development through introduction, body and conclusion; relevant and convincing supporting details; logical progression of content contributes to fluency; unified paragraph; effective use of transitions and reference Message mostly followed with ease; satisfactorily organized

and developed through introduction, body and

conclusion; relevant supporting details; mostly logical progression of content; moderate to good fluency; unified paragraph; possible slight over- or under- use of transitions but correctly used; mostly correct references Message followed but with some difficulty; some pattern of

organization – an introduction, body and conclusion evident but poorly done; some supporting details; progression of content inconsistent or repetitious; lack of focus in some paragraphs; over-or under- use of transitions with some incorrect use; incorrect use of reference

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improper paragraphing; no or incorrect use of transitions; lack of reference to comprehension difficulty

Mark

31-40

21-30

Good to

average

11-20 Fair to poor

1-10

Inadequate

Sentence construction and vocabulary 40 marks

Effective use of a wide variety of correct sentences; variety of sentence length; effective use of transitions; no significant errors in agreement, tense, number, person, articles, pronouns and prepositions; effective use of a wide variety of lexical items; word form mastery; effective choice of idiom; correct register

Effective use of a variety of correct sentences; some variety

of length; use of transitions with only slight errors; no serous recurring errors in agreement, tense, number, person, articles, pronouns, and prepositions; almost no sentence fragment or run-ons; variety of lexical items with some problems but not causing comprehension difficulties; good control of word form; most effective idioms; correct register

A limited variety of mostly correct sentences; little variety of sentence length; improper use or missing transitions; recurring grammar errors are intrusive; sentence fragments or run-ons evident; a limited variety of lexical items occasionally causing comprehension problems; moderate word form control; occasional inappropriate choice of idiom; perhaps incorrect register

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incomplete or run-on sentences; a limited variety of lexical items; poor word forms; inappropriate idioms; incorrect register

To analyze the quantitative data, the writer used statistical calculation of the T-test to determine the result of the research. It is used in order to know the difference score between the students who were taught recount text by using Facebook and without using Facebook. The data that have been collected from the pre-test and post-test then were analyzed by the following steps:4

1. Determining Mean of variable X, with formula:

2. Determining Mean of variable Y, with formula:

3. Determining Standard of Deviation Score of variable X, with formula:

√

4

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√

5. Determining Standard Error of Mean of Variable X, with formula:

√

6. Determining Standard Error of Mean of Variable Y, with formula:

√

7. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:

√

8. Determining to with formula:

9. Determining t-table in significance level 5% with Degree of Freedom (df):

Variable X: The experiment group

Variable Y: The control group

F.

Statistical Hypothesis

1. The statistical hypothesis (Ho): there is no effeciveness value of students’

achievement due to the teaching writing recount text by using Facebook and without using Facebook for tenth grade students of SMA Negeri 4

Kota Tangerang Selatan

2. Alternative hypothesis (Ha): there is effectiveness value of students’

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and without using Facebook for tenth grade student of SMA Negeri 4 Kota Tangerang Selatan.

According to the statistical hypothesis, Ha will be accepted if the result of

calculation to (t-observation) is higher that tt (t-table).5 Meanwhile, Ha will be

rejected if the result of calculation to (t-observation) is smaller than tt (t-table).

5

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33

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATIONS

This chapter describes the data description, the test of hypothesis and the data interpretation which are related to research methodology previously.

A.

Data Description

The data of students’ achievement divided into two kinds, namely the

data in the experimental class and the data in controlled class, which were gained from pre-test and post-test that were applied in both of class.

[image:47.595.118.526.232.746.2]

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 on the table below:

Table 4.1

The Test Result of Experimental Class

Students Pre-Test score x1

Post-Test score x2

Gained Score

X X2

1 65 75 10 100

2 65 80 15 225

3 60 65 5 25

4 65 85 20 400

5 65 75 10 100

6 55 75 20 400

7 75 95 20 400

8 60 75 15 225

9 70 90 20 400

10 75 90 15 225

11 65 80 15 225

12 70 85 15 225

(48)

14 65 75 10 100

15 75 90 15 225

16 65 85 20 400

17 70 85 15 225

18 65 85 20 400

19 60 85 25 625

20 70 90 20 400

∑ ∑x1 1340 ∑x2 1650 ∑X 310 ∑X2 5350

M=67 M= 82.5

The table of students’ score in the experimental class showed that the

[image:48.595.120.526.102.769.2]

mean score of pre-test in experimental class is 67, while the mean score of post-test is 82.5. Total gained score in this class is 310. It can be concluded that there is significant difference in pre-test and post-test.

Table 4.2

The Test Result of Controlled Class

Students Pre-Test score Y1

Post-Test score Y2

Gained Score

Y Y

2

1 60 72 12 144

2 60 60 0 0

3 57 65 8 64

4 71 72 1 1

5 54 68 14 196

6 70 72 2 4

7 62 64 2 4

8 70 70 0 0

9 60 70 10 100

(49)

11 59 67 8 64

12 68 72 4 16

13 60 64 4 16

14 60 63 3 9

15 57 64 7 49

16 60 65 5 25

17 70 72 2 4

18 68 71 3 9

19 77 80 3 9

20 79 80 1 1

∑NY=20 ∑Y1 =1290 ∑Y2=1380 ∑Y=90 ∑Y2=716

M= 64.5 M=69

The table of students’ score in controlled class showed that the mean

score of pre-test in controlled class is 64,5, and the mean score of post test is 69. The total gained score is 90.

From the tables above, the writer can conclude that the experimental class that used Facebook as a medium in learning writing recount text got higher score than the controlled class that didn’t use Facebook.

In analyzing the data, the writer used statistic calculation of the t-test formula with degree of significance 5% and 1% to calculate the data from pre-test and post-test.

1. Determining Mean of variable X, with formula:

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√

5. Determining Standard Error of Mean of Variable X, with formula:

√ √

6. Determining Standard Error of Mean of Variable Y, with formula:

(51)

7. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:

√

√ √ √

8. Determining to with formula:

9. Determining t-table in significance level 5% with Degree of Freedom (df):

The degree of freedom (df) = 38

The t-table of degree of freedom 48 in significance level 5% is 1. 68. Comparing t-observation (to=2.76) and t-table (tt = 1.68), we know that to is

higher than tt. The result is as follow.

t-table (tt) at significant level 5% = 1.68

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B.

The Test of Hypothesis

The writer hypothesis is “there is an effectiveness of using Facebook

in teaching writing recount text”. After calculating the data, the writer tested his hypothesis based on the statistical hypothesis.

1. If to > tt: The null hypothesis (Ho) is rejected and the alternative

hypothesis (Ha) is accepted. Hence, there is effectiveness of using

Facebook toward students’ writing recount text after Facebook was applied in the classroom.

2. If to < tt: The null hypothesis (Ho) is accepted and the alternative

hypothesis (Ha) is rejected. Hence, there is no effectiveness of using

Facebook toward students’ writing recount text after Facebook was applied in the classroom.

The hypothesis criterion states that; if to > tt = Ha is accepted and Ho is

rejected. In other condition, if to < tt = Ha is rejected and Ho is accepted. to is

t-observation and tt is t-table.

The result from calculating the data, is to = 2.76 and tt = 1.68, it means

to is higher than tt in significant level 5%, so the null hypothesis (Ho) is

rejected, and the alternative hypothesis (Ha) is accepted.

C.

Data Interpretation

From the data collected, the average score from experimental class taught by using Facebook is 82.5 and the average score from controlled class is 69. It means that the average score of the experimental class is higher than the controlled class.

Based on the result of average score in each class (the experiment class and the controlled class), it is obtained the t-observation (to) is 2.76, and

the t-table (tt) of df (38) in significant level 5% is 1.68. it means t-observation

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null hypothesis is rejected because to > tt. Hence there is effectiveness in

using Facebook towards students’ writing recount text after Facebook was applied in the classroom.

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40

CHAPTER V

CONCLUSION AND SUGESTION

This chapter describes the conclusion and some suggestions which are related to the research findings previously.

The effectiveness of teaching writing recount text by using facebook: a quasi-experimental study at tenth grade students of SMA Negeri 4 Kota Tangerang Selatan