JOURNAL WRITING TO ENHANCE STUDENTS WRITING MOTIVATION.

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Hindun Mustika Nurulhayati, 2013

Journal Writing To Enhance Students Motivation

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

JOURNAL WRITING TO ENHANCE STUDENTS’ WRITING MOTIVATION

Submitted to the English Education Department of Indonesia University of Education

as a Partial Fulfillment of Requirements for Sarjana Pendidikan Degree

Hindun Mustika Nurulhayati NIM 0907254

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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Journal Writing to Enhance Students’

Writing Motivation

Oleh

Hindun Mustika Nurulhayati

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

Journal Writing to Enhance Students’ Writing Motivation

A Research Paper By

Hindun Mustika Nurulhayati 0907254

Approved by

First Supervisor

Dr. Wachyu Sundayana, M.A. NIP. 195802081986011001

Second Supervisor

Rojab Siti Rodliyah S.Pd., M.Ed. NIP. 197308062002122001

Head of Department of English Education Faculty of Languages and Arts Education

Indonesia University of Education

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JOURNAL WRITING TO ENHANCE STUDENTS WRITING MOTIVATION

ABSTRACT

This study examines the efficacy of English journal writing on students’ writing motivation, as well as the students’ responses to the journal writing activity.

Thirty eleventh-grade students in Bandung were participated in this study, and each student was required to write 8 topic-based journal entries at two journal entries per week. This study employed mixed-method as the methodology. The data included close-ended questionnaires and interviews on students writing motivation after conducting the journal writing activity. The Findings showed that journal writing

enhanced students’ writing motivation mainly because the students found it an interesting writing activity. The students held positive attitudes toward the activity and confirmed that journal writing had positive effects on their English skill, particularly on writing. The enthusiastic way that the participants responded to the activity suggests that encouraging students to write about topics of interest and relevance to them also give them opportunities to write in comfortable environment, can enhance students' writing motivation.

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MENULIS JURNAL UNTUK MENINGKATKAN MOTIVASI MENULIS SISWA

ABSTRAK

Penelitian ini mengkaji keberhasilan kegiatan menulis jurnal dalam Bahasa Inggris dalam meningkatkan motivasi menulis siswa, dan tanggapan siswa terhadap kegiatan tersebut. Tiga puluh siswa kelas sebelas di Bandung berpartisipasi dalam penelitian ini, dan setiap siswa diharuskan menulis jurnal sesuai topik yang ditentukan sebanyak 8 tulisan, masing-masing 2 tulisan per minggu. Penelitian ini meggunakan metode campuran. Data yang digunakan ada lah angket tertutup dan wawancara mengenai motivasi menulis siswa setelah melakukan kegiatan menulis jurnal. Hasil menunjukan bahwa menulis jurnal meningkatkan motivasi siswa dalam menulis, umumnya karena siswa beranggapan bahwa kegiatan tersebut menyenangkan. Para siswa menunjukan sikap yang positif terhadap kegiatan tersebut dan menegaskan bahwa kegiatan menulis jurnal memiliki efek positif terhadap kemampuan Bahasa Inggris mereka, terutama dalam menulis. Cara menanggapi siswa yang antusias terhadap kegiatan tersebut menunjukan bahwa menyemangati siswa untuk menulis mengenai topic yang menyenangkan dan berhubungan dengan diri mereka, dan memberi kesempatan bagi mereka untuk menulis dalam lingkungan yang menyenangkan dapat meningkatkan motivatsi menulis siswa.

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v Hindun Mustika Nurulhayati, 2013

TABLE OF CONTENTS

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vi Hindun Mustika Nurulhayati, 2013

2. 2. 2. The challenges in teaching writing ... Error! Bookmark not defined.

2. 2. 3. Teaching writing strategies ... Error! Bookmark not defined.

2. 2. 4. The roles of the teacher ... Error! Bookmark not defined.

2.3. Journal ... Error! Bookmark not defined.

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2. 8. Motivation in learning English ... Error! Bookmark not defined.

2. 9. Motivation and writing ... Error! Bookmark not defined.

2. 10. Feedback ... Error! Bookmark not defined.

2. 11. Related Studies ... Error! Bookmark not defined.

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vii Hindun Mustika Nurulhayati, 2013

3. 5. Data analysis ... Error! Bookmark not defined.

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CHAPTER IV FINDINGS AND DISCUSSION ... Error! Bookmark not defined.

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4. 1. 1. Students’ intrinsic motivation ... Error! Bookmark not defined.

4. 1. 2. Students’ extrinsic motivation ... Error! Bookmark not defined.

4. 1. 3. The case of minority: Students’ lack of motivation to write . Error! Bookmark not defined.

4. 2. Findings and discussions on students’ responses on journal writing activity .. Error! Bookmark not defined.

4. 3. Overall discussion ... Error! Bookmark not defined.

CHAPTER V CONCLUSION AND SUGGESTIONS ... Error! Bookmark not defined.

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5. 2. Suggestions ... Error! Bookmark not defined.

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viii Hindun Mustika Nurulhayati, 2013

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1 Hindun Mustika Nurulhayati, 2013

CHAPTER I INTRODUCTION

This chapter provides background of the study, statements of the problem,

aims of the study, significance of the study, scope of the study, research

methodology, clarification of terms, and organization of paper.

1. 1. Background

In Indonesia, English is learnt as a foreign language (EFL) where it exists in

the curriculum of schools from Elementary to Senior High School. The teaching of

English aims at the mastery of four skills namely: listening, speaking, reading and

writing. These four skills cannot be separated from one to another because they are in

a unity.

Basically, among four English language skills which are taught in senior high

school, writing is considered as the most challenging skill to master. To produce a

good written text, writer should master how to generate and develop ideas into a

coherent unity. Writing also requires learners to produce some texts referring to genre

based rules. Furthermore, grammatical mechanical rules are also some factors which

writers should mastered in order to produce a good writing. (SKL mata pelajaran

Bahasa Inggris SMA/MA)

Indonesian students still work hard in dealing with those challenges of

writing. Many of them are still confused in getting ideas to start their writing. The

other difficulties are in combining words and paragraph coherently. Some of them

also failed to deal with form, grammar, and mechanic. The limited vocabularies that

the students have cause repetition of words in their writing. They are also confused in

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A teacher as a motivator has to find a way in order to stimulate students to

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be more difficult because students are involved in the process of writing

including: making an idea, writing and editing (Brown, 2001)

As English is one of important subjects in school, teachers hope that their

students have time to not only retain but also to reflect on the knowledge learned.

Only the student can do the actual learning, and so they need to know what they are

aiming for, be able to interpret evidence of where they are at, be able to recognize

what quality looks like, and have strategies for closing the gap between the their work

and the target. They also need to be given the opportunity and time to engage in

practice. This leads to students becoming more independent, more motivated, and

more able (Absolum et al, 2009)

One of techniques that makes the students keep writing at school and also at

home is journal writing. Langan (2011) states that one excellent way to get practice in

writing, even before students begin composing essay, is to keep a daily or almost

widely practiced in teaching writing to improve students’ writing competency and to

develop their literacy skill. The way journals are used varies, but essentially it

involves students in writing activity in class or for homework after English class.

This study recommends journal writing technique which is hoped to give

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though there may be structures or questions that will prompt their writing. To the

degree that journal writing is independent, it is also ‘owned’ by the writer. (Moon, 1999)

1. 2. Statements of Problem

This research is conducted to answer these following questions:

1) How does journal writing activity enhance students’ writing motivation?

2) What are students’ responses to the journal writing activity?

1. 3. Aims of the study

In accordance with the background and research questions, the aims of this

research are:

a) To examine how students perceive journal writing activity as a tool to enhance

their writing motivation.

b) To examine students’ responses on journal writing activity in order to find out

what benefits journal writing gives to English learning.

1. 4. Significance of the Study

The study is expected to make contributions for English subject teachers and

students. For teachers, hopefully it will provide information about the influence of

journal writing activity on students’ writing motivation. Moreover, this study provides an implementation of a strategy to teach writing which is hopefully can an

inspiration for teachers to apply this activity in writing class or as homework.

Meanwhile, for the students, from the motivational benefits of this activity, it is

suggested that journal writing can be a media for them to share ideas, express

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Furthermore, this study will serve as a theoretical model for future studies of

the same nature if ever the existing problem has penetrated in this case will exist in

the future. Future researchers will benefit from this study, and it will provide them the

facts needed to compare their study during their respective time and usability.

1. 5. Scope of the Study

The study focuses on how journal writing enhances students writing

motivation. This study is also aimed to find out what other benefits journal writing

activity can give to the students in the process of English learning through their

responses on this activity.

1. 6. Paper Organization

This paper will be presented into five chapters, as below:

CHAPTER I : INTRODUCTION

In this chapter, the paper elaborates the background of the study. It discusses the

importance of English skills particularly writing and journal writing benefits.

CHAPTER II : THEORETICAL BACKGROUND

This chapter discusses some theories about writing, journal writing, and related

theories about why journal writing is chosen to enhance students’ motivation to write.

CHAPTER III : RESEARCH METHODOLOGY

This chapter gives clear discussion about how the study was conducted and analyzed.

It clarifies how the data were collected. The data analysis is also explained.

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This chapter discusses the findings of the study and will analyze those findings in

discussion clearly. It shows how the findings answer the research questions about

how journal writing enhances students’ writing motivation.

CHAPTER V : CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and several suggestions of the study based on

the analysis in chapter four. The conclusion states the answer to the research

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CHAPTER III RESEARCH METHOD

This chapter presents research design of the study, data collection, and data

analysis to solve the problems of the research. The data collection explains the

process of how the data were gained, and elaborated. While data analysis is justifying

of how the data were analyzed in the frame of the theories accounted in the previous

chapter.

3.1 Purposes of the study and research questions

The purposes of this study were first to examine how students perceive journal

writing activity as a tool to enhance their writing motivation . Second, to determine

students’ responses to the journal writing activity . Those purposes were in line with the research question of this study, “How does journal writing enhance students’

writing motivation?” and “What are students’ responses to the journal writing

activity?”.

3.2 Research design

This study employed mixed method. This design is chosen based on some

consideration about the best method to answer the research questions. Both

qualitative and quantitative approaches were used in this study. The design strategy

used in this study was concurrent triangulation. According to Creswell (2003)

concurrent triangulation is characterized by two or more methods used to confirm,

cross-validate, or verify findings within a study. The purpose of using this strategy is

to overcome weaknesses in using one method with the strengths of another.

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3.3 Procedure

Students started writing journal for four weeks. Each week students have to

write two journal entries in a form of minimum 100 words compositions based on the

given topics. Two of them were done after the English class finished. Before they

started writing, the students were required to fill in the first questionnaire about

students writing motivation. They were also given guidance to make a mind-map and

draft for their writing. The topics chosen were discussed with the teacher beforehand.

The topics are:

Table 3.1. Journal writing topics

Week Journal topic

Week 1 My favorite musician

I always want to see … concert

Week 2 My holiday dream destination

If you could have a holiday with famous person, who would it be?

Week 3 If I could change one rule in this school, that would be … My solution(s) to traffic problems in Bandung

Week 4 The best story I’ve ever read

My own version of how “Little Red Riding Hood Ends”

After the students finished writing journal, they had to fill in the same questionnaire

as the first one which was distributed to find out their motivation in writing after

journal writing activity. Follow-up interviews were conducted to six students who

represent the high, intermediate, and low motivated groups. Another questionnaire

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3.4 Data collection

To collect data, two techniques were employed in this study; these were

questionnaire and interview. Each technique of data collection will be described

below.

3. 4. 1. Questionnaire

The questionnaire was distributed to 30 eleventh grade students. It is designed

as close-ended questionnaire with four optional answers based on Likert-Scale

questionnaire which are:

Table 3.2. The Likert-Scale applied in the questionnaires

Strongly Agree Agree Disagree Strongly Disagree

4 3 2 1

The questionnaire was aimed to obtain specific data which were needed to

analyze the students’ writing motivation. Students’ questionnaire on writing motivation had been made based on Self-Determination motivation theory proposed

by Ryan and Deci (1985) which is dived into two categories of motivation: intrinsic

and extrinsic motivation.

Table 3.3. The aspects for students’ writing motivation questionnaire

No Category Indicator Item

Number Total

1 Students’ intrinsic

motivation on writing

Engagement in writing 1,2,5,10 4

Strategies in facing writing

difficulties

3,4,9 2

2 Students’ extrinsic

motivation on writing

Prevention of punishment 6 1

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In addition, more another questionnaire was distributed to examine students’

responses to the use of journal writing as described below:

Table 3.4. The aspects for students’ responses questionnaire

No Category Indicator Item

journal writing activity 12 1

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information that the researcher goes on to analyze, but a data collection method that

offers different ways of exploring people’s experience and views” (Richards cited in

Croker. 2009:183).

The interview was conducted with 6 students. The students were interviewed

after finishing the journal writing activity.

The type of interview used in this study was semi-structured interview. It was

aimed to get in-depth information from the participants as much as possible since the

writer is permitted to probe far beyond the answers to her prepared and predetermined

questions (Breg, 2001:70). The interview questions clarified how the journal writing

activity was perceived by the students.

3. 4. 3. Site and participant

This study was conducted in one of Senior High Schools in Bandung. The

participants were 30 students of eleventh grade. They were chosen based on the result

of data analysis of the questionnaires. The participants represent the high,

intermediate, and low motivated groups. According to Kothari (2004: 59) this kind of

sample is called as non-probability sampling because they were chosen by the

researcher.

3. 5. Data analysis

The data gained from questionnaire and interview. Quantitative data were

obtained from the questionnaires and qualitative data were obtained from the

interview.

3. 5. 1. Analysis of data from questionnaires

In tabulating and presenting the data gathered from the pre- and

post-treatment questionnaire, some stages were employed as follows:

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2. Selecting and classifying the data derived from the questionnaire into categories

to simplify their tabulation and interpretation.

3. For students’ writing motivation questionnaire, the frequency of students’ scores

interpreted by descriptive explanation.

4. For students’ responses questionnaire, the frequency of students’ scores is also

interpreted by descriptive explanation.

5. The calculation for the data were meassure by using the following formula:

Where :

P = Number of percentage

F = Frequency of strategies or rocedures

N = Number of whole samples

6. Findings from questionnaires were served together with supporting findings from

the interview.

3. 5. 2. Analysis of Data from Interview

Follow-up interviews were recorded, transcribed, categorized, and analyzed to

address the research questions. In the analysis process, the interviewees’ responses

for each question were firstly translated into English and then transcribed. The

unrelated information was omitted. After that, the responses were analyzed in terms

of themes related to the study objectives.

3. 6. The Clarification of Terms

This section contains some terms that are related to this study to be cleared

and defined. Here are some terms to be clarified: P = F x 100%

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu a. Writing

In terms of language skills, writing can be defined as a language skill which

contains information in many written form (Knudsen, 2009). Writing is not only a tool

of communication, writing in this study refers to learning, thinking and organizing

knowledge or ideas (Widodo, 2008). Writing can also be a means of developing ideas,

reformulating knowledge and discovering personal experience (Aridah, 2003).

b. Motivation

Motivation in this study explains why people decide to do something, how hard

they are going to pursue it and how long they are willing to sustain the activity

(Dornyei, 2001).

c. Journal

Journal in this study refers to a permanent personal record that is placed to record

daily happenings, an aid to concentration, a place to generate ideas, and a training

ground for the writer (Klug, 2002:1) Journal is also a media to keep of events,

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter elaborates two points; they are the conclusion and the suggestions of

the study. The conclusion is taken based on the findings and discussion. The

suggestions are given so that in the future the study that will be done in the same field

or concentration will be better than this present study and reach some better

explanations and results also.

5. 1. Conclusion

The overall findings of this study suggest that the journal writing activity

enhanced students’ interest and motivation. The benefits were especially evident for

active writers. It appears that these particular writers benefited most from the journal

writing activity and responded enthusiastically to writing which focused more on

their ideas and less on their grammatical performance. The enthusiastic way that most

of these students responded to the journal writing activity is because journal writing

allowed students to write about topics of interest and relevance to them.

Another advantage from journal writing which is seen as a stimulating point for

the students is the flexibility of time to write. Most of these students enjoyed writing

at home because it gave them more time to think about what they were going to write.

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English writing more meaningful. English writing was no longer an intimidating and

fearful task but an enjoyable and fun activity. Some of the students even admitted that

they felt more interested in learning English not only in writing but also in speaking.

5. 2.

Suggestions

Based on the study’s findings three pedagogical implications can be derived. The first one, teachers or writing instructors can develop L2 students’ writing

motivation through the incorporation of a journal writing activity. Motivation is an

important factor for learners to keep them in writing. Learners need to be motivated

because if they are well motivated, they will learn, but if they have little or no

motivation they will not (Brown, 2001). Basically, teachers need to motivate learners

in the way of having ideas, increase their interest in the value of tasks, and persuade

them with the value of tasks (Harmer, 2004). Since journal writing is a writing

activity that allows students to share what appeals to them most, they may gain a

sense of autonomy, which in turn strengthens their intrinsic motivation.

The second one, it is recommended that teachers or writing instructors

incorporate a journal writing activity in order to develop L2 students’ writing

confidence and reduce their writing anxiety. Since the journal writing activity

provides 'positive information feedback' which involves positive, descriptive

feedback regarding student strengths, achievements, progress and attitudes, and

meaning-making writing activity, students’ ideas and content in journals are valued,

and their journals are responded to positively by the teacher, which will reduce

students’ writing anxiety.

The third one, teachers or writing instructors can improve students’ English

writing proficiency as well as writing fluency with journal writing, a non-threatening,

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risks in English writing. Alwasilah (2005) also adds that teachers can also motivate

learners by complementing them in order to keep them improving their writing.

For further researchers, journal writing, at least for the students involved in

this study, seemed to have a positive effect on motivation. However, it is an

undeniable fact that responding to journals takes time. This is one of the main

drawbacks to journals mentioned in the literature.

This study reports on a small-scale study in one specific context, lasting for a

period of only a month. Further research might examine student writing development

over a greater period of time and in a variety of different contexts. Further studies for

a longer period of time could uncover richer details. Since motivation to learn a

second language is not a static state but an on-going process, research which focuses

on how similar activities impact on students’ engagement and motivation to write

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