ii
THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER
OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA
THESIS
Presented to the Department of Education of the Islamic Institute of Palangka Raya in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan Islam
Compiled by:
AISYAH HAFSHAH SAFFURA EL-MUSLIMAH
1201120749
STATE ISLAMIC INSTITUTE OF PALANGKA RAYA
FACULTY OF EDUCATION AND TEACHER TRAINING
LANGUAGE EDUCATION DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
iii
APPROVAL OF THE THESIS
Title of the thesis : THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA
Name : AISYAH HAFSHAH SAFFURA EL-MUSLIMAH
SRN : 1201120749
Faculty : Tarbiyah and Teacher Training Department : Language Education
Study Program : English Education
Level : S-1
Palangka Raya, June 16, 2016 Approved by:
Advisor I, Advisor II,
M. ZainiMiftah, M.Pd. Sabarun, M.Pd
ORN. 197509152009121002 ORN.19680322 2008011005
The Vice Dean I of Academic, TheSecretaryof Language Education,
iv
PERSETUJUAN SEKRIPSI
JudulSekripsi : KEEFEKTIFAN GRAFIK ORGANISER BERBASIS ICT
TERHADAP KEMAMPUAN MENULIS MAHASISWA
SEMESTEREMPAT PADA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS DI IAIN PALANGKA RAYA
Nama : AISYAH HAFSHAH SAFFURA EL-MUSLIMAH
NIM : 1201120749
Fakultas : TarbiyahdanIlmuKeguruan
Jurusan : PendidikanBahasa
Program Studi : PendidikanBahasaInggris
Jenjang : S-1
Palangka Raya, 16Juni 2016 Di setujuioleh :
Pembimbing I, Pembimbing II,
M. ZainiMiftah, M.Pd. Sabarun, M.Pd.
NIP. 197509152009121002 NIP.19680322 2008011005
Mengetahui,
Wakil Dekan I Bidang Akademik Sekertaris Jurusan Pendidikan Bahasa
v
OFFICIAL NOTE
Case: Examination of Palangka Raya, June10,2016
AISYAH HAFSHAH SAFFURA’s Thesis
To the Dean of Faculty of Tarbiyah and Teacher Training of the State Islamic Instituteof Palangka Raya
In
Palangka Raya
Peace be unto the God’s Mercy and blessing as well,
By reading and analyzing the thesis’ revision, we think the thesis in the name of:
Name : AISYAH HAFSHAH SAFFURA
Student Registration Number : 1201120749 Title of the Thesis :
THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA
Can be examined in partial Partial Fulfillment of the Degree ofSarjana Pendidikan Islam in English Education of the Department of Education State Islamic Institute of Palangka Raya.
Thank you for the attention.
Peace be with you and God’d blessing.
Advisor I, Advisor II,
M. Zaini Miftah, M.Pd. Hesty Widiastuty, M.Pd.
vi
NOTA DINAS
PERIHAL:PermohanandiseminarkanskripsisaudariPalangka Raya, 10Juni 2016 AISYAH HAFSHAH SAFFURA
EL-MUSLIMAH
Kepada. Yth. Dekan Fakultas Tarbiyah dan Ilmu Keguruan
IAIN Palangka Raya di -
Palangka Raya
Puji syukur kehadirat Allah SWT atas segala karunia-Nya,
Setelah membaca dan menganalisa dari revisi skripsi yang telah disarankan. Maka kami memutuskan skripsi atas nama:
Nama : AISYAH HAFSHAH SAFFURA EL-MUSLIMAH
NIM : 1201120749
JudulSkripsi: KEEFEKTIFAN GRAFIK ORGANISER BERBASIS ICT
TERHADAP KEMAMPUAN MENULIS MAHASISWA
SEMESTER EMPAT PADA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS DI IAIN PALANGKA RAYA
Dapat diseminarkan sebagai syarat memenuhi kewajiban dari pencapaian gelar Sarjana Pendidikan Islam pada program studi Pendidikan Bahasa Inggris dari jurusan Pendidikan Bahasa di Institut Agama Islam Negeri Palangka Raya.
Terima Kasih atas perhatiannya,
Pembimbing I, Pembimbing II,
M. Zaini Miftah, M.Pd. Hesty Widiastuty, M.Pd.
vii
THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER
OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA
Abstract
The study attempts to (a) investigate whetherthe students taught using ICT Based graphic organizer get better achievement or not than those who taught without using ICT Based graphic organizer (Pattern Outline) at the fourth semester English Study Program students of Palangka Raya State Islamic Institute 2015/2016; (b) the area of contribution of ICT Based graphic organizer to help students in the writing process. The number of the subject is 21 students. The study belonged to experimental study by applying counterbalance procedure to collect the data. This study was restricted to two focuses: using ICT Based graphic organizer and using pattern outline in writing comparison and contrast essay. To answer the research problem, the t test for correlated samples and questionnaire were applied.
The research findings showed that, the t value was 10.185 and the df (Degree of freedom) of the distribution observed was 20. Based on the Table of t value, if df was 20, the 5% of significant level of t value was at 1.725 and the 1% of significant level of t value was at 2.086. It could be seen that the empiric t value at 10.185 was greater than the t value theoretic. It was said that at the 5% and 1% of significant level, there was a very significant difference on students’ writing score between the students who wrote a comparison and contrast essay using ICT Based GO (Mean= 3.44) and those who wrote a comparison and contrast essay using pattern outline (Mean= 2.58). It meant ICT Based GO gave very significant effect on the students’ writing score. Based on the result of questionnaire, it was concluded that most students had high positive response on the implementation of using graphic organizer in writing comparison and contrast essay (95.24%). Thestudents also felt excited with graphic organizer(85.71%). In addition, about 57.14% students felt fun when they wrote using graphic organizer. It could be stated that the area of GO helped the students in generating ideas (10 students or 47.62%), visualizing ideas (6 students or 28.57%), building sentences (4 students or 19.04%), and maintaining grammar (2 students or 9.52%).
Therefore, it is suggested that the writing teachers implement the ICT Based Graphic organizers in three stages of writing process: prewriting, whilst writing, and post writing. The use of ICT in learning English is strongly recommended in order to improve the quality of English learning. It is also strongly recommended that the students implement the ICT Based Graphic organizers in generating ideas, visualizing ideas, building sentences, and maintaining grammar when they were starting to write a comparison and contrast essay.
viii
KEEFEKTIFAN GRAFIK ORGANISER BERBASIS ICT TERHADAP KEMAMPUAN MENULIS MAHASISWA
SEMESTER EMPAT PADA PROGRAM STUDI
PENDIDIKAN BAHASA INGGRIS DI IAIN PALANGKA RAYA
Abstrak
Penelitian ini bertujuan (a) menginvestigasi apakah mahasiswa yang diajarkan menggunakan Grafik Organiser Berbasis ICT mendapat hasil yang lebih baik atau tidak daripada mereka yang diajarkan dengan menggunakan pola kerangka yang terstruktur pada mahasiswa semester empat program studi pendidikan bahasa Inggris di IAIN Palangka Raya tahun akademik 2015/2016. (b) mengetahui cakupan kontribusi dari Grafik Organiser Berbasis ICT dalam membantu mahasiswa pada proses menulis. Jumlah subjek dalam penelitian ini sebanyak 21 mahasiswa.
Penelitian ini merupakan penelitian eksperimen dengan menerapkan prosedur counter balance. Pada penelitian ini, focus penelitian ditujukan pada: penggunaan Grafik Organiser Berbasis ICT dan penggunaan pola kerangka yang terstruktur dalam menulis karangan comparison and contrast. Untuk menganilis data penelitian, digunakan t-tes pada sampel berkorelasi dan angket.
Temuan penelitian menunjukan bahwa nilai t sebesar 10.185 dan df (derajat kebebasan) adalah 20. Selanjutnya nilai t dikomparasikan dengan t-tabel pada taraf siknifikansi 5% sebesar 1.725 dan 1% sebesar 2.086. Temuan penelitian ini membuktikan bahwa nilai t empiris sebesar 10.185 lebih besar dari nilai t teoritis pada taraf siknifikansi 5% dan 1%. Dengan demikian, dapat disimpulkan bahwa pada taraf siknifikansi 5% dan 1%, ada perbedaan yang sangat siknifikan pada nilai menulis mahasiswa antara yang menulis karangan comparison and contrast menggunakan Grafik Organiser Berbasis ICT (rata-rata = 3.44) dan yang menggunakan pola kerangka yang terstruktur (rata-rata=2.58). Ini dapat dikatakan bahwa Grafik Organiser Berbasis ICT telah member efek yang siknifikan terhadap nilai menulis mahasiswa. Dari hasil angket, dapat disimpulkan bahwa mahasiswa memberikan respon positif pada penerapan Grafik Organiser Berbasis ICT dalam menulis karangan comparison and contrast (95.24%). Mahasiswa juga merasa tertarik dengan grafik organizer (85.71%). Dan sebesar 57.14% mahasiswa merasa senang ketika mereka menulis dengan grafik organizer. Grafik Organiser dapat membantu mahasiswa proses menulis antara lain dalam hal: (1). menemukan ide (47.62%), menvisualisasi ide (28.57%), merangkai kalimat (19.04%), dan memperbaiki tata bahasa(9.52%).
Selanjutnya, disarankan dosen dan mahasiswa menerapkan Grafik Organiser Berbasis ICT dalam proses menulis.
Kata Kunci: Efektifitas, karangan comparison and contrast, grafik organizer
ix
ACKNOWLEDGMENTS
In the name of Allah, the benefit and the Merciful. All praises and thanks are due to Allah. We praise Him and seek His assistance and His forgiveness. I bear witness that there is none worthy of worship except Allah, and that Muhammad is the last messenger of Allah.First of all, I would like to express my deepest thanks to:
1. Dr. IbnuElmi A.S. Pelu, SH, M.H., as the Rector of IAIN Palangka Raya 2. The Vice Dean I of Academic of IAIN Palangka RayaDra. Hj.
RodhatulJennah, M.Pd
3. The chairwoman of the Department of Language Education of IAIN Palangka Raya Dr. Hj. Hamidah, M.A,
4. The chairman of English study program of IAIN Palangka Raya M. ZainiMiftah,M.Pd.
5. My beloved advisors,M. ZainiMiftah, M.Pd. (as first Advisor)and Hesty Widiastuty, M.Pd. (as second advisor), for their ever-encouraging, supports, guidance, and sympathetic understanding.
6. My deepest thanks also go to the examiners Santi Erliana, M.Pd and Rahmadi Nirwanto, M.Pdfor their comments, advices, and suggestions that are profitable to the completion of the thesis. I truly realize that all their guidance is given for the sake of making this thesis more perfect.
7. I wish to express my most special gratitude to my beloved parents, Sabarun, M.Pd. and Indasah Abdul Karim, and my two sisters- TazkiyatunNafs El-Hawwa and AnnisaAsySyahidah for their counsel, supports, and continued patience. They have, indeed, been a source of motivation and spirit for me.
Palangka Raya, June 2016
x Dedication
This thesis is dedicate to:
I dedicate my thesis to my family. A special feeling of
gratitude to my patient loving parents
Sabarun, M.Pd
and
Indasah Abdul Karim
. My sisters
TazkiyatunNafs
El-Hawwa
and
Annisa Asy Syahidah
have never left my
side and very special to motivate me.
I dedicate this thesis and give special thanks to my
friends TBI 2012 who have supported me throughout the
xi
DECLARATION OF AUTHENTICATION
In the name of Allah SWT,
I declare that this thesis entitled THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE
FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY
PROGRAM AT IAIN PALANGKA RAYAis the result of my own research except as citedin the references.
Palangka Raya,June 16, 2016 My own declaration,
xii MOTTO
Pendapat seorang itu laksana benang
yang ditarik.
Pendapat dua orang laksana benang
yang diikatkan
Dan pendapat tiga orang seperti diikatkan
berkali-kali, nyaris tak ada kekurangan
xiii
LEGALIZATION OF THE THESIS EXAMINING COMMITTEE
This thesis entitled THE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA. In the name of AISYAH HAFSHAH SAFFURA
EL-MUSLIMAH and her Student Registration Number is 1201120749. It has been
examined by Team of Examiners of the English Education Study Program of English Department of Faculty ofTarbiyah and Teacher Training (FTIK) of the State Islamic Institute of Palangka Raya on:
Day : Thursday Date : June 16th 2016
Palangka Raya, June 16, 2016 Team of Exmainers
1. SantiErliana, M.Pd (...)
Chairwoman/Examiner
2. RahmadiNirwanto, M.Pd (...) Member
3. M. ZainiMiftah, M.Pd. (...) Member
4. Sabarun, M.Pd. (...) Secretary/Member
The State Islamic Institute of Palangka Raya The Dean of Faculty of Tarbiyah and Teacher Training,
xiv
PENGESAHAN
Skripsi yang berjudulTHE EFFECT OF ICT BASED GRAPHIC ORGANIZER TOWARD THE STUDENTS’ WRITING ABILITY AT THE FOURTH SEMESTER OF THE ENGLISH EDUCATION STUDY PROGRAM AT IAIN
PALANGKA RAYA. OlehAISYAH HAFSHAH SAFFURA EL-MUSLIMAH,
Nomor Induk Mahasiswa1201120749. Telah dimunaqasyahkan Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri Palangka Raya pada :
Hari : Kamis
Tanggal : 16 Juni 2016
Palangka Raya, 16 Juni 2016 Tim Penguji
3. Santi Erliana, M.Pd (...) Ketua Sidang/Penguji
4. Rahmadi Nirwanto, M.Pd (...)
Anggota/Penguji
3. M. ZainiMiftah, M.Pd. (...) Anggota/Penguji
4. Sabarun,M.Pd. (...) Sekretaris/Penguji
Dekan Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palangka Raya,
Drs. Fahmi, M.Pd
xv
TABLE OF CONTENTS
Page
COVER PAGE ...i
LIST OF THE APPROVAL ...ii
OFFICIAL NOTE ...iv
TABLE OF CONTENTS ...xiii
LIST OF TABLES ...xv
LIST OF FIGURES ...xvi
LIST OF APPENDICES ...xvii
CHAPTER I INTRODUCTION A. Background of the Study ...1
B. The Problem of the Study ...9
C. Objective of the Study ...9
D. Hypotheses ...9
E. Variables of the Study ...10
F. Significance of the study ...10
G. Limitation of the Study ...11
H. Assumption ...12
I. Definition of Key Terms ... ...13
CHAPTER II REVIEW OF RELATED LITERATURE A. Related Studies ...15
B. Writing Skill ...18
1. Nature of Writing ...18
2. Kind of Writing ...19
3. The Problems of EFL in the teaching Writing ...31
4. The process of Writing ...35
5. Writing Assessment ...37
6. Teaching EFL Writing ...41
7. Approaches in Teaching Writing ...45
D. Comparison and Contrast Essay ...47
1. Definition of Comparison and contrast essay ...48
2. Organizational Patterns for the Comparison and contrast essay .49 3. The transitional signals used in comparison and contrast essay ..52
4. Comparison and contrast essay using graphic organizer ...52
5. Instructional Activities of using graphic organizer in teaching Comparison and contrast essay ...55
E. ICT Based Graphic organizer ...57
1. ICT in English Language Teaching and Learning ...58
xvi
3. The Graphic Organizer and Schema Theory ...62
4. The type graphic organizers ...63
5. The benefit of using Graphic Organizer ...72
6. The teaching of writing comparison and contrast essay using ICT Graphic Organizer ...73
CHAPTER III RESEARCH DESIGN A. Research Design ...75
B. Population and Sample ...76
C. The Research Instruments ...77
D. Instrumentation ...78
E. Data Collection Procedure ...84
F. Data Analysis Procedure ...89
G. Summary ...94
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Data Presentation...96
1. The Students’ Writing Score in Pretest ...96
2. The Students’ Writing Score Using Pattern Outline ...98
3. The Students’ Writing Score Using ICT Based Graphic Organizer ...101
4. The Comparison Score Between ICT Based Graphic Organizer and Pattern outline ...103
5. The Result of Questionnaire...105
B. Research Findings ...108
1. Testing Normality and Homogeneity ...108
2. Testing hypotheses Using T test for paired sample ...109
3. Interpretation of the Results ...115
4. The the area of contribution of ICT based graphic organizer to the students in the writing process. ...115
C. Discussion ...117
1. The Students’ Progress of Writing Scores: Using ICT based Graphic Organizer Versus Using Pattern Outline ...117
2. The the area of contribution of ICT based graphic organizer to the students in the writing process. ...121
CHAPTER V CONCLUSSIONS AND SUGGESTIONS A. Conclusions ...123
B. Suggestions ...124
1. For the teachers ...124
2. For the students ...124
3. For Next Researchers ...125 REFERENCES
APPENDICES
xvii
LIST OF TABLES
Table 2.1 the Structure of an Essay ... 23
Table 2.2 the Composing Behaviors of EFL Writer ... 33
Table 2.3. Scoring Guide ... 40
Table. 2.4 Purpose and Examples of comparison and contrast essay ... 48
Table. 2.5. There are two ways to organize a comparison/contrast essay ... 50
Table 2.6. Point-by-Point Approach table ... 51
Table 2.7. The transitional signals used in comparison and contrast essay ... 51
Table 3.1. Scoring Guide for Try Out ... 79
Table 3.2 Correlations ... 83
Table 3.3 Inter-rater Coefficient Correlation and Interpretation ... 84
Table 3.4 The Procedure of Essay Writing Test ... 88
Table 3.5 The Source of data, instruments, and data needed ... 89
Table 4.1 The Students’ Writing Score in Pretest ... 97
Table 4.2 The Students’ Writing Score Using Pattern Outline ... 99
Table 4.3The Students’ Writing Score Using ICT Based Graphic Organizers .. 101
Table 4.4. The Comparison Score between ICT Based GO Pattern outline ... 103
Table 4.5 The students writing score between using GO and Pattern Outline ... 103
Table 4.6. The Comparison Improvement Score between using GO and Pattern Outline ... 104
Table 4.7The result of students’ response on the implementation of using ICT Based Graphic Organizer in writing Comparison and Contrast Essay ... 106
Table 4.8 Test of Normality ... 109
Table 4.9 Test of Homogeneity of Variances ... 109
Table 4.10 Table of Different score ... 111
xviii
LIST OF FIGURES
Figure 2.1 Model Graphic Organizer for Illustration Essay ... 65
Figure 2.2 Model Graphic Organizer for Classification Essay ... 67
Figure 2.3 Model of Graphic Organizer in Process Essay ... 69
Figure 2.4 Model of Graphic Organizer in CauseAnd Effect Essay ... 71
Figure 3.1 Steps in Collecting and Analyzing Data, and Testing Hypothesis ... 93
Figure 4.1 The frequency distribution of the students’ writing score in pretest. ... 98
Figure 4.2 The frequency distribution of the students’ writing score using pattern outline. ... 100
Figure 4.3 The frequency distribution of the students’ writing score using ICT based Graphic Organizer ... 102
Figure. 4.4 Distribution of students’ writing score using GO and pattern outline. ... 104
xix
LIST OF APPENDICES
Appendix 1Research Schedule Appendix 2 Research Instrument Appendix 3 Lesson Plan
Appendix 4 The Implementation of Using ICT based Graphic Organizers (GO) in writing comparison and contrast essay.
Appendix 5 the result of analyses from the test
Appendix6 The Result Questionnaire the use of ICT based GO in writing Appendix 7 Compare and Contrast Essay Checklist
xx
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xxiv
CURRICULUM VITAE
AISYAH HAFSHAH SAFFURA
EL-MUSLIMAH was borninPasuruan as
the second daugter from her
parents Sabarun, M.Pd and Indasah
Abdul Karim, East Java on
December 26, 1993. Shecompleted
her education from primary to high
school in her hometown,
Pasuruan.She graduated from kindergarten TK Dharma WanitaDermo I in
2000. Then, shecontinued her study to State Elementary School 2 Dermo
Bangiland then she graduated from the school in 2006. Then, she
entered the State standard national of Junior High School IIIBangil, in
2009. In 2012, she was accepted at International school of State
Senior High School 1 Bangil, she took Language Program at Senior
High School 1 Bangil and finished her study in 2012. She then
continued to English study program atdepartment of language
education in the State Islamic Institute of PalangkaRaya, CentralBorneo,
in 2012. She completed her Sarjana Degree of English Study Program
