i
UTILIZING BLOG TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research in Class X Accounting 1 of SMK NEGERI 1
Surakarta in Academic Year of 2014/2015)
THESIS
By:
YUNITA LUKITASARI K2211095
ENGLISH EDUCATION DEPARTMENT SEBELAS MARET UNIVERSITY
SURAKARTA 2015
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UTILIZING BLOG TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research in Class X Accounting 1 of SMK NEGERI 1
Surakarta in Academic Year of 2014/2015)
THESIS
By:
YUNITA LUKITASARI K2211095
Subbmited to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requiredments for Obtaining the
Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT SEBELAS MARET UNIVERSITY
SURAKARTA 2015
vi ABSTRACT
Yunita Lukitasari. K2211095. UTILIZING BLOG TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at X Accounting 1 of SMK Negeri 1 Surakarta in the Academic Year of 2014/2015), Thesis. Surakarta: Teacher Training and Education Faculty, SebelasMaret University, 2015.
This research aims are to (1) to know how blog can be used effectively in improving student’s writing skill and (2) To know to what extent blog can improve students’ writing skill.
The method used in this research was action research. The research was conducted in two cycles. Each cycle consisted of: planning, acting, observing, and reflecting. The research data was collected in the form of qualitative data and quantitative data. The qualitative data was collected through questionnaire, interview, and observation whereas the quantitative data was collected by conducting pre-test and post-test.
The result of this research show that (1) the implementation of blog could be effective by taking some consideration: giving more practice in grammar, guiding in full-writing, giving enough feedback, giving clear and firm instruction, focusing more on process rather than product, and giving clear explanation of utilizing blog. (2) The implementation of blog could improve students’ writing skill and classroom situation. The improvement of students’ writing skill was viewed from the improvement of students’ mean score. The mean score increased from 61.93 in the pre-test, while in the test 1 was 69.31 and 72.03 in the post-test 2. The improvement of classroom situation could be seen from students’ participation in the class which was more active and enthusiastic so that the classroom situation was conducive.
vii ABSTRAK
Yunita Lukitasari. K2211095. UTILIZING BLOG TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at X Accounting 1 of SMK Negeri 1 Surakarta in the Academic Year of 2014/2015), Skripsi. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, UniversitasSebelasMaret, 2015.
Penelitian ini bertujuan (1) untuk mengetahui bagaimana blog dapat diimplementasikan secara efektif untuk meningkatkan kemampuan menulis siswa. (2) Untuk mengetahui sejauh mana kemampuan tersebut diperoleh.
Penelitian ini menggunakan metode Penetian Tindakan Kelas (PTK). Penelitian ini dilakukan selama dari 2 siklus. Masing masing siklus terdiri dari langkah perencanaan, tindakan, observasi, dan refleksi. Data yang diperoleh dalam bentuk data kualitatif dan kuantitatif. Data kualitatif diperoleh melalui kuesioner, wawancara, dan observasi sedangkan data quantitatif diperoleh dari pre-test dan post-test.
Hasil penelitian menunjukkan bahwa (1) penerapan blog dapat effective dengan beberapa pertimbangan: memberikan latihan grammar yang cukup, membimbing dan memandu siswa untuk menulis, memberikan feedback yang cukup, memberikan instruksi yang jelas dan tegas, kegiatan menulis lebih berfokus pada proses daripada hasil, dan penjelasan tentang penggunaan blog secara jelas. (2) Penerapan blog dapat meningkatkan kemampuan menulis siswa dan situati kelas. Kemajuan kemampuan menulis siswa dalam dilihat dari peningkatan nilai rata-rata siswa. Nilai rata-rata siswa meningkat dari 61,93 pada hasil pre-test, sedangkan pada post-test 1 nilainya 69,31 dan meningkat menjadi 72,03 pada post-test 2. Kemajuan situasi kelas dapat dilihat dari tinggak partisipasi siswa salam mengikuti pelajaran semakin aktif dan antusias sehingga situasi kelas menjadi kondusif.
viii MOTTO
Dari semua hal, pengetahuan adalah yang paling baik, karena tidak kena tanggungjawab maupun tidak dapat dicuri, karena tidak dapat dibeli,
dan tidak dapat dihancurkan. (Hitopadesa)
Apabila kamu berhasil menembus salju, hujan, dan hujan es, kamu tahu bahwa kamu mampu untuk berhasil dengan mudah ketika matahari terbit
dan segalanya akan baik-baik saja. (Malcolm X)
Keberhasilan adalah kemampuan untuk melewati dan mengatasi dari satu kegagalan kekegagalan berikutnya tanpa kehilangan semangat.
(Winston Chuchill)
Sebelum menolong orang lain, saya harus dapat menolong diri sendiri. Sebelum menguatkan orang lain, saya harus bias menguatkan diri sendiri dahulu.
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DEDICATION
With the deepest love, I dedicate this thesis to:
1. My beloved parent, Bp Lukito, Ibu Legiyati, who never stop loving and supporting me through their prayers. Thanks for your care and prayer. 2. My big family, who always support and pray for me.
3. Alm. Bp. Juni Irianto. Thanks for your support and help.
4. My beloved Tesar Kesara, who always supports me, cheers me, reminds me and listens to me.
5. My bestfriends Tiara Dyah Wulandari, Yunita Widya Hapsari, and Muftihah Riza Furaiza, who always support and help me. Thanks for being my second family.
6. My Sincere friends in English Department, Tiara Shelavie, Yuli Setia Wardani, Salma Hanifunisa, Rita Pratiwi, and Siti Fatonah, who support and help me.
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ACKNOWLEDGEMENT
Alhamdulilahirabbil’alamin. All praises to be Allah, The Lord of Universe, who always blesses the researcher in finishing her thesis as a partial requirement for getting the Undergraduate Degree of Education in English Department. The writer would like to express her special gratitude and appreciation to those who have given her their support, contribution, help, and guidance in writing the thesis. 1. Prof. Dr. JokoNurkamto, S.Pd, M.Pd, The Dean of Teacher Training and
Education Faculty who has given approval and permission in writing thesis. 2. Teguh Sarosa, SS., M. Hum, The Head of English Department who has given
permission in writing thesis.
3. Drs. Gunarso Susilohadi, M. ED. Tesol, the first consultant for his patience, guidance, and suggestion.
4. Dr. Sujoko, M.A, the second consultant for his patience, guidance, and suggestion.
5. The lecturers of English Education Department who have given the researcher knowledge and education.
6. Drs. Rohmad, M.Pd, The headmaster of SMK Negeri 3 Surakarta for facilitating researcher in collecting the data.
7. Nur Afidah, S.Pd, The English teacher of class X accounting 1 who has help the writer in doing the research.
8. All the students in class X accounting 1 for the cooperation during research. 9. My beloved parent, Bp. Lukito, Ibu Legiyati, who never stop loving and
supporting me through their prayers.
10. My beloved Tesar Kesara who always support and remind me in doing this thesis.
11. My Bestfriend, Tiara Dyah Wulandari, Yunita Widya Hapsari, Muftihah Riza Furaiza, who always support and help me.
12. My Sincere friends in English Department, Tiara Shelavie, UmiKhoeriah, Yuli Setia Wardani, Salma Hanifunisa, Rita Pratiwi, and SitiFatonah, who support and help me.
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13. All people who researcher cannot mention one by one, thanks for your support and help in finishing this thesis.
The researcher realizes that this thesis is still far from being perfect. Therefore, she accepts gratefully every comment and suggestion. Hopefully this thesis will be useful for the readers and English education improvement.
Surakarta, October 2015
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TABLE OF CONTENT
Page
TITLE OF THE RESEARCH ... i
PRONOUNCEMENT ... ii
SUBMISSION ... iii
THE APPROVAL OF THE CONSULTANTS ... iv
THE APPROVAL OF THE EXAMINERS ... v
ABSTRACT ... vi
MOTTO ... viii
DEDICATION ... ix
AKNOWLEDGEMENT ... x
TABLE OF CONTENT ... xii
LIST OF APENDICES ... xv
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
LIST OF CHARTS ... xviii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Statements ... 4
C. Objectives of the Study ... 4
D. Benefits of the Study ... 4 CHAPTER II REVIEW OF RELATED THEORIES
xiii
A. Review on Writing ... 6
1. The Nature of Writing ... 6
2. Teaching Writing ... 7
3. Purpose of Writing ... 8
4. Process of Writing ... 9
5. Types of Writing Performance ... 11
6. Macro and MicroSkills of Writing ... 12
7. Assessing Writing ... 12
8. Advantages of Writing ... 15
B. Review on Writing Recount Text ... 17
1. Definition of Recount Text ... 17
2. Types of Recount Text ... 17
3. Structure of Recount Text ... 18
4. Language Feature of Recount Text ... 19
5. Sample of Recount Text ... 20
C. Review on Blog ... 20
1. Definition of Blog ... 20
2. Types of Blog in ESL Classroom ... 25
3. Blog as Teaching Learning Media ... 25
4. Advantages and Disadvantages of Blog in Teaching Writing ... 26
D. Review to the Related Research ... 27
E. Rational ... 28
F. Hypothesis ... 30
CHAPTER III RESEARCH METHODOLOGY A. Context of the Research ... 31
1. Place of the Research ... 31
2. Time of the Research ... 31
3. Subject of the Research ... 32
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1. Research Methodology ... 32
2. Model of Action Research ... 34
3. Reasons of Choosing CAR ... 35
C. Methods of Collecting Data ... 36
D. Techniques of Analyzing Data ... 37
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Findings ... 39
1. Before Research ... 39
2. Implementation of the Research ... 43
3. Result of the Research ... 63
B. Discussion ... 67
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 72
B. Implication ... 73
C. Suggestion ... 73
BIBLIOGRAPHY ... 75
xv
LIST OF APPENDICES
Appendix 1.List of Student’s Name ... 78
Appendix 2. Placement of Students’ Seat ... 79
Appendix 3.Field Note of Pre-research Observation and Analysis ... 80
Appendix 4.Pre-research Questionnaire ... 83
Appendix 5.Sample of Pre-research Questionnaire ... 84
Appendix 6.Students’ Pre-research Interview Script ... 86
Appendix 7. Sample of Pre-test ... 91
Appendix 8.The Result of Pre-Test ... 92
Appendix 9. Lesson Plan of Cycle I ... 93
Appendix 10.Sample of Students’ Worksheet ...111
Appendix 11.Sample of Post-test I ...113
Appendix 12.The Result of Students’ Post-Test I ...115
Appendix 13.Field Notes of Cycle I ...116
Appendix 14.Lesson Plan of Cycle II ...125
Appendix 15.Sample of Post-test II ...136
Appendix 16.The Result of Post-Test II...138
Appendix 17.Field Notes of Cycle II ...139
Appendix 18. After Research Questionnaire...144
Appendix 19.Sample of Students’ After Research Questionnaire...146
Appendix 20.Students’ After Rresearch Interview Script ...148
Appendix 21.Recapitulation of Students’ Score...152
Appendix 22. Sample of Students’ Blog ...153
Appendix 22. Documentation ...154
xvi
LIST OF TABLES
Table 2.1 Scoring Rubric by Brown and Bailey ... 13
Table 2.2 Scoring Rubric ... 15
Table 3.1 Research Time Line ... 25
Table 4.1 The Classroom Situation in the Pre-research ... 39
Table 4.2 Details of Students’ Mean Score of Writing Aspects ... 42
Table 4.3 Research Process ... 43
Table 4.4 Reflection and Plan for Cycle II ... 57
Table 4.5 Findings on the Classroom Situation during the Research ... 64
Table 4.6 Findings on the Students’ Writing Skill during the Research ... 65
xvii
LIST OF FIGURES
Figure 2.1 Structure of Recount Text... 19
Figure 2.2 Sample of Recount Text ... 20
Figure 2.3 Sample of Blog Page ... 21
Figure 2.4 Sample of Blog Design ... 22
Figure 2.5 Sample of Blog Design ... 23
Figure 2.6 Sample of Blog Design ... 23
Figure 2.7 Sample of Blog Design ... 24
Figure 2.8 Screenshoot of A Blog Posting Form ... 24
xviii
LIST OF CHARTS
