THE EFFECTIVENESS OF USING SOCIAL NETWORKING SITE IN TEACHING WRITING OF RECOUNT TEXT
(An Experimental Study at Tenth Grade Students of SMA Negeri 87 Jakarta)
BY:
Fenny Yutika Seli NIM: 1110014000091
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
The'Skripsi'
Presented to Faculty of Tarbiyah and Teachers'
of the Requirements for the Degree of Strata I
Training in a Partial Fulfillment in English Language Education
By:
FEIINY YT'TIKA SELI
1110014000091
Approved By:
Advisor
I
AdvisorII
NIP.1963t0l0 199103 2 003
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS'TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
Study at the Tenth Grade Students of SMAN 87 Jakarta,/, written by Fenny yutika Seli, student's registration number 1110014000091 was examined by the committee on December
l5h
2014. The "skripsi" has been accepted and declaredto
have fulfilled one of the requirements for the degree of "S. pd" @achelor of Arts) inEnglish Language Education at the Deparfinent of English Education.
CHAIRMAN
SECRETARY
EXAMINER
I
EXAMINER II
Jakarta, December I 5t' 2014 EXAMINATION COMMITTEE
: Drs. Svaukl M. Pd.
NIP. 196412t2 199rc3
I
002: Zaharil Anasv. M. Hum. NIP. 19761007 200710 r 002
: Mava Defiantv. M. Pd. NrP. 1980128 2AA9U 2 00s
: Ismalianing Eviyuliwati. M. Hum.( I\[IP. 19740723 200003 2 001
' Training Faculty
Saya yang bertanda tangan di bawatr ini, Nama
TempaU Tanggal Lahir
.
NIM
Jurusan/ Prodi
Judul Skripsi
The Effectiveness of Using Social Notrvorking Site in Teaching Writing Recount Text
(An Experiment Study at Tenth Grade Students of SM{ Negeri 87 Jakarta)
Dosen Pembimbing : t. Pr. FaridaHamid, M. Pd
2. Yennyrahmawati, M. Ed
Deng4n ini menyatakan batrwa Skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab penuh secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Mwraqosah.
Jakarta,9 Desember2AH
Matrasiswa Ybs.
Fenny Yutika Seli
NIM: 1110014000091
Fenny Yutika Seli
Jakarta, i3 Desember 1992
I I 10014000091
i ABSTRACT
FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking Site in Teaching Writing of recount text at Tenth Grade Students of SMA Negeri 87 Jakarta, Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta.
Advisors: Dr. Farida Hamid, M.Pd Yenny Rahmawati, M.Ed
Key words: Recount Text, Social Networking Site, Facebook
The objective of the study is to find the empirical evidence of whether social networking site is effective towards students’ skill in writing of recount text. According to some theories and previous studies, it shows that there is positive effect of using social networking site in teaching writing.
This research was a quasi-experiment which involved two classes (experimental class and controlled class) to be researched. The experimental class was treated by using Facebook (one of social networking sites) as a media of writing and the controlled class was treated without using Facebook. The samples of this research were the tenth grade students of SMA Negeri 87 Jakarta. They were X IIS 3 class as the experimental class and X IIS 2 as the controlled class. Each class consisted of 25 students. They were chosen by using purposive sampling. The instrument that used was written test and analytical scoring by John Anderson was used to assess the tests result. The pre-test mean score of experimental class was 65.9 while the post-test mean score of controlled class was 82.6. In the contrary, the pre-test mean score of controlled class was 66 and the test mean score was 77.7. The significant difference was shown by the post-test mean score of experimental class which was treated by using Facebook in teaching writing was greater than post-test mean score of controlled class which was not treated by using Facebook.
The result of statistical hypothesis test found that on significance level 5% ttable was 1.67 while tobserved was 2.75 or tobserved>ttable. Hence, the H0 (Null
Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In the
ii ABSTRAK
FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking Site in Teaching Writing recount of text at Tenth Grade Students of SMA Negeri 87 Jakarta, 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, Social Networking Site, Facebook
Tujuan dari penelitian ini adalah untuk menemukan data empiris apakah
social networking site efektif terhadap kemampuan siswa dalam menulis recount text. Merujuk kepada beberapa teori dan penelitian terdahulu, ini menunjukkan bahwa ada pengaruh baik dengan menggunakan social networking site dalam pengajaran menulis.
Ini adalah penelitian quasi eksperimen yang melibatkan dua kelas (kelas eksperimen dan kelas kontrol) untuk diteliti. Kelas eksperimen diberi perlakuan menggunakan Facebook (salah satu situs jaringan social/ social networking sites) sebagai sebuah media menulis dan kelas kontrol diberi perlakuan tanpa menggunakan Facebook. Sampel penelitian ini adalah siswa kelas 10 dari SMA Negeri 87 Jakarta. Kelas X IIS 3 sebagai kelas eksperimen dan X IIS 2 sebagai kelas control. Masing-masing kelas berisi 25 siswa. Mereka dipilih dengan menggunakan purposive sampling. Instrumen yang dipakai adalah tes tertulis dan
analytical scoring dari John Anderson digunakan untuk menilai hasil tes. Nilai rata-rata pre-test kelas eksperimen adalah 65.9. Sedangkan nilai rata-rata post-test kelas eksperimen adalah 82.6. Sebaliknya, nilai rata-rata pre-test kelas kontrol adalah 66 dan nilai rata-rata post-testnya adalah 77.7. Perbedaan signifikan terlihat dari nilai post-test kelas eksperimen yang menggunakan Facebook dalam pengajaran menulis lebih baik dibandingkan dengan nilai post-test kelas kontrol yang tidak menggunakan Facebook.
Hasil dari hipotesis statistik menemukan bahwa di significance level 5% ttabel adalah 1.67 sedangkan tobservasi adalah 2.75 atau tobservasi>ttabel. Oleh karena itu,
H0 (Hipotesis nol) ditolak dan Ha (hipotesis alternatif) diterima. Dengan kata lain,
iv
Alhamdulillah, the writer thanks to Allah SWT, The Lord of the
universe. He always gives strong and favor in completing this “Skripsi” by the
title “The Effectiveness of Using Social Networking Site in Teaching Writing of
Recount Text”. 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 Yenny 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., as the Dean Faculty of Tarbiyah and
Teachers’ Training the State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., as the head of English Education Department.
3. Zahril Anasy, M.Hum., as the Secretary of English Education
Department.
4. All lecturer of English Education Department who have already taught
the writer during his study at UIN Syarif Hidayatullah Jakarta.
5. E. Awalludin S., M.Pd, as the Headmaster of SMA Negeri 87 Jakarta
who has allowed the writer to conduct and observe the research at the
school.
6. Eko Ardiawati, S.Pd, as the English teacher of SMAN 87 Jakarta who
has given the writer advices in teaching and doing this research.
7. The writer wants to give her sincerest gratitude to her beloved parents,
iv
and Irma who always give her support and courage through these years
and thanks for being the best, the funniest, and the craziest friends.
9. Her friends in English Education Department 2010, class A, B, and C.
thanks for giving support, sharing their time and being good friends.
10.Her others best friends: Lita, Inggit, Diah, Tyas, Nevi, Aping, Cempaka,
Ria, Bangga, Rendy, Butet, Fia, Cuda, and Ojan who have pushed me to
finish this research very soon. Thanks guys for always being by my side.
11.Fajar Hayat Putra, S.Pd., who never tired in supporting and praying for
me. Thank you for your thought, time, and love.
12.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., 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 education and become the inspiration for people who read it.
Jakarta, 9th December 2014
v APPROVEMENT SHEET
ENDORSEMENT SHEET
SURAT PERNYATAAN KARYA SENDIRI
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENTS ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF APPENDICES ... ix
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 4
C. Limitation of the Problem ... 5
D. Formulation of the Problem ... 5
E. Objectives of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK A. The Concept of Writing ... 7
1. Definition of Writing ... 7
2. Teaching Writing Approaches ... 8
vi
3. The Language Features of Recount Text ... 12
4. The Sample of Recount Text ... 12
C. Computer-Assisted Language Learning (CALL) ... 13
1. Definition of CALL ... 13
2. Types of CALL ... 14
D. Social Networking Sites ... 14
E. Facebook as Computer-Assisted Language Learning (CALL)... 16
F. Teaching Writing Through Facebook ... 17
G. Advantages and Disadvantages of Using Facebook in Teaching Writing ... 18
H. Peer Assessment in Writing ... 20
I. Advantages and Disadvantages of Peer Assessment ... 20
J. Conceptual Thinking ... 21
K. Relevant Previous Study ... 22
CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Study ... 25
B. Method of Study ... 25
C. The Population and Sample ... 26
D. Technique of Data Collecting ... 26
E. Technique of Data Analyzing ... 28
F. Statistical Hypotheses ... 33
CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATIONS A. Research Findings ... 35
1. Data Description ... 35
2. Data Analysis ... 40
vii
A. Conclusion ... 46
B. Suggestion ... 47
BIBLIOGRAPHY ... 48
viii
Table 3.1 Rubric of Written Test Assessment ... 28
Table 4.1 The Test Result of Experimental Class ... 35
Table 4.2 Interview Specification and the Students’ Response ... 37
Table 4.3 The Test Result of Controlled Class ... 39
ix
Appendix 1 Pre-test and Post-test ... 51
Appendix 2 Kisi-Kisi Interview ... 53
Appendix 3 Interview Sheet ... 55
Appendix 4 Lesson Plan ... 57
Appendix 5 Sample of students’ writing in Facebook ... 91
Appendix 6 Sample of the students’ pre-test and post-test ... 95
Appendix 7 Interview Script ... 99
Appendix 8 Pre-test and Post-test score ... 104
Appendix 6 Surat Pengesahan Proposal Skripsi ... 105
Appendix 7 Surat Bimbingan Skripsi ... 106
Appendix 8 Surat Permohonan Izin Penelitian ... 107
1
This chapter presents and discusses the background of the study, identification
of the problem, limitation of the problem, formulation of the problem, objective of
the study, and significance of the study.
A.
Background of Study
Many researchers conduct some researches about the effectiveness or the
relationship between Computer-Assisted Language Learning (CALL) and foreign
language mastery. They used software application, audio-visual media, website,
social networking sites, and so on. For example, researchers from Malaysia -Yunus
and Salehi- held the research with the title “The Effectiveness of Facebook Groups on
Teaching and Improving Writing: Students‟ Perceptions”, the findings showed that
„Facebook groups‟ is an effective tool in improving the students‟ writing skills,
especially in the brainstorming of ideas before the actual writing.1 In contrast, the result of a research by Mardi (a skripsi at UIN Jakarta) with the title “The
Effectiveness of Using ICT (Information Communication and Technology) on
Students‟ English Achievement” showed that using ICT is more difficult than using
non-ICT. So, the students‟ English scores taught by using non ICT are better than
those who were taught by using ICT.2 Those studies motivate the writer to conduct a research about CALL too in order to know whether it can be an effective tool as
Yunus and Salehi said or a difficult tool according to Mardi‟s research.
Today, the education world is moving toward the use of technology. Learners
love everything related to technology and internet, so that new technology is highly
1 Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching
and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information Technologies Issue 1, (6) 2012, p. 87.
2 Teni Mardi, “The Effectiveness of Using ICT (Information Communication and
motivator which they can take advantages of. The advent of smartphones, tablet
computers and Wi-Fi at school or campus means that students are always connecting,
sharing, publishing, playing and networking with other people in the world.
Computers are used widely in teaching and learning languages. They are used
for many applications in the teaching and learning process. In EFL context, we have
to answer on how to use computers most effectively to support language learning.
One of the ways to use CALL in language learning effectively is by using social
networking sites (SNs) in the teaching and learning process.
According to Krashen in Surthiwartnerueput and Wasanasomsithi‟s article, by
using SNs, students can decrease their anxiety and can be more motivated in learning
English. It is because many learners often have problems such as the anxiety of
speaking in front of their friends, the fear of making mistakes, and many other
negative feelings in participating in normal classroom condition.3 When students can decrease their negative feelings in learning, the material can be taught easily by the
teacher.
Now, we know Facebook as one of many social networking sites in the world.
In Facebook, people can share their thought, photos, videos, location, and so on to the
world. Not only those but also we can use it for media to learn especially in writing.
Actually, many people love to write their idea, experience, or something inspiring in
some social media. It can be said that everyone has an opportunity to write anything
and to be read by the others. The writer sees this as a chance to enhance the students‟
writing skill.
Furthermore, Indonesia has English Standard Competence to guide teachers to
teach writing. As what is stated in Curriculum of 2013, the students in senior high
school level have to be able to write some kinds of texts in order to achieve the
learning goals formulated by government. One of those texts is recount text. The
3Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi, “Effects of using Facebook as
a Medium for Discussions of English Grammar and Writing of Low-Intermediate EFL students”.
main material is recount text as a simple oral and written text about
experience/activity/event.
In the area of EFL, writing has many uses and functions. To begin with, the
ability to write acceptable scientific English is essential for post-graduate students
who must write their dissertations in English. Moreover, writing EFL allows for
communication to large numbers of people all over the world. It also provides
students with physical evidence of their achievement. This in turn helps them to
determine what they know and what they don't know. Writing can also enhance
students' thinking skills. Additionally, writing can enhance students' vocabulary,
spelling, and grammar. Finally, writing skills are often needed for formal and
informal testing.4 So, writing is important because it has many functions in mastery English. If someone learns the writing skill, automatically they can communicate
with people in the world, improve their thinking skills because writing can stimulate
their brain to produce idea, develop their vocabulary, spelling, and grammar, and help
them in many tests in the future.
Based on the writers‟ observation when teaching in tenth grade of SMA
Negeri 87 Jakarta, some students said that they like writing using English so much
especially in their personal blog or their social media account. It makes their writing
can be read by foreigner and get a response or comments from them. In contrast, the
other students said they really dislike writing because they have no idea and a will to
start their writing even though they all have social networking sites account.
Moreover, the basic reason why they do not want to write is they are too afraid to
make a mistake in writing either the grammatical error or the wrong diction.
Furthermore, their writing scores are not really good but just average. It happened
because the grammatical error and the structure of writing.
4
The students‟ low ability in writing can be caused by technical problem. The
teacher does not provide the chance for the students to practice writing. Students may
not write very much because the teacher does not give enough writing tasks. The
teacher sometimes does not ask the students to do writing tasks because assigning and
correcting students‟ writing takes much time.
From those cases, the writer wants to know how a social networking site has a
role in their writing skill and how effective a social media for everyday use while
enhancing their writing skill. In addition, the writer also wants to improve their
writing through this research.
There are some solutions of this problem. One of the solutions that can help
the students to practice their writing skill is by using SNs especially Facebook in the
learning process. As students become increasingly connected through social
networking sites such as Facebook, it is important for us to explore how these can be
utilized specifically in the foreign language classroom. As users connect, they are
able to share their idea in writing. This could allow the instructor to facilitate
discussion among students of target language and culturally relevant material. The
writer will teach recount text which are the students have to retell their past activities.
Learners can write their thought for their task, find the other sources in the internet,
give comments and argue each other in the tasks that given by the teacher.
Based on the background above, the writer would like to take a research under
the title: “The Effectiveness of Using Social Networking Site in Teaching Writing of
Recount Text at SMA Negeri 87 Jakarta”
B.
Identification of the Problem
From the background of the study written above, the researcher identifies
problems as below:
1. From previous observation in SMA Negeri 87 Jakarta, many students have some
willingness to write, and they are too afraid to write in English because they do
not master the grammar and some vocabulary.
2. Students did not get good scores in writing.
3. Students become addicted in using social networking sites without realizing of
many advantages that they can take.
C.
Limitation of the Problem
To avoid misunderstanding in interpreting the problem, it is important to limit
the problem. The limitations of the problem are:
1. The writer limits the subject matter to the teaching and learning writing.
2. The writer will use Facebook as media when she gives assignments to the
students.
D.
Formulation of the Problem
The analysis of the writer will be mainly based on the theories in some books
or it will be done through library research. Moreover, the analysis will also be based
from the internet study. The formulation as follows:
Is social networking site effective in teaching writing of recount text at SMA
Negeri 87 Jakarta?
E.
Objective of the Study
Based on the formulation above, the objective of study is to find out whether
the use of social networking site is effective in teaching writing of recount text or not.
F.
Significance of the Study
The significance of this writing might be expected as follows:
1. The Writer
This study is expected to give the new information to the writer about how to
2. The English Teachers
This finding (result) of this study is expected to provide useful information about
a media used in teaching writing and it is hoped to be applied in teaching and
learning process.
3. The Further Researcher
This study is expected to give new knowledge to the further researcher to do the
7
This chapter presents and discusses the concept of writing, the concept of
recount text, Computer-Assisted Language Learning, Social Networking Site,
Facebook as Computer-Assisted Language Learning, teaching writing through
Facebook, advantages and disadvantages of using Facebook in teaching writing, peer
assessment in writing, advantages and disadvantages of peer assessment, conceptual
thinking, and relevant previous study.
A.
The Concept of Writing
1.
Definition of Writing
The definition of writing according to Langan is “Writing is a skill. People who believe that writing is a „natural gift‟ rather than a learned skill may think they are the only ones for whom writing is unbearably difficult.”1
It means that people
who think that writing is really hard judge that everyone else‟s writing is easy. On the
other words, that people imply that they simply do not have a talent for writing, while
others do. This attitude shows that they try to avoid writing and while they are
writing, they do not try their best. So, writing is a learned skill that can be learned by
everyone without worrying whether they have talent to do this or not.
As Rosen points out in Hedge‟s book, writing is detached from the wide range of expressive possibilities in speech. Compared with speech, effective writing
requires a number of things: a high degree of organization in the development of
ideas and information; a high degree of accuracy so that there is no ambiguity of
meaning; the use of complex grammatical devices for focus and emphasis; and a
careful choice of vocabulary, grammatical patterns, and sentence structures to create a
1
style which is appropriate to the subject matter and the eventual readers.2 It can be said that writing is definitely different with speaking. A writer is unable to exploit all
the devices available to a speaker such as: gesture, body movement, facial expression,
pitch tone of voice, stress, and hesitations. In contrast, a speaker can clarify and
revise ideas as listeners question or disagree directly while a writer cannot.
From Tangpermpoon‟s opinion, writing is known as the most complicated skill to master for language learners because they need to have several background
knowledge of L2 about the rhetorical organizations, proper language use or specific
lexicon with which they want to deliver to their readers.3 When students write, they need to have some thoughts or ideas in their head to be expressed in their writing and
it takes some times. From that definition, it can be concluded that writing is a quite
difficult skill to master for language learners.
From all definitions above, it shows that writing is a way for a person to show
their personal thoughts about something, someone, or any other ideas. Not only that
but also it can be as a way to communicate with others if the writer shares their
writing to someone else or public. By writing, someone can enhance their thinking
skill because writing needs well-organized ideas to make it interesting to read by the
readers. Everyone can learn to write because writing is a skill not a natural gift.
2.
Teaching Writing Approaches
There are three main approaches according to Tangpermpoon, they are:4
a. Product-Based Approaches
Basically, writing in product-based approaches has served to reinforce L2
writing in terms of grammatical and syntactical forms. Writing in the product-based
2
Tricia Hedge, Resource Book for Teachers: Writing, (New York: Oxford University Press, 1998), p. 5.
3Thanatkun Tangpermpoon, “Integrated Approaches to Improve Students Writing Skills for
English Major Students”, ABAC Journal 28, No. 2(2008), p.1.
4
approach overemphasizes on the importance of grammar, syntax, and mechanics
instead of the writing purpose itself.
b. Process-Based Approaches
Process-based writing is viewed as the way or the whole step from beginning
stage until the ending stage of written product that writers work on their writing
projects. The concept of this approach is an activity in which teachers encourage
learners to see writing not as grammar exercises, but as the discovery of meaning and
ideas. It can be said that the grammar, syntax, and mechanics are not really important
in the first writing but the process of write better step by step is very crucial.
c. Genre-Based Approach
The genre-based approach is the way to language and literacy education that
combines an understanding of genre and genre teaching together in the writing class.
Writing in the genre-based approach is regarded as an extension of the
product-oriented approach since learners have an opportunity to study a wide variety of
writing patterns, for instance, the business letter, the academic report, and the
research paper. Like other writing approaches, the genre-based approach is
increasingly used in the L2 writing classroom due to having certain strengths. The
focus of writing in this approach aims at integrating the knowledge of a particular
genre and its communicative purpose; these help learners to produce their written
products to communicate to others in the same discourse community successfully.
3.
Writing Process
Good writing skills are essential for effective communication. Learning to
write well takes time and needs practices. The process of writing can be divided into
the following stages:5
5
a. Prewriting
Prewriting is anything that someone does before he writes a draft of his
document. It includes thinking, taking notes, talking to others, brainstorming,
outlining, and gathering information (e.g., interviewing people, researching in the
library, assessing data).
b. Writing the first draft
In this part, students put their ideas on paper. A draft is where students begin
to record their ideas and add information of their research and experience. At this
time, they write without major attention to punctuation, grammar, or neatness. Some
teachers may refer to this as a rough draft. The purpose of the rough draft is for the
student to focus on his/her ideas and get them on paper without the distraction or fear
of making mistakes in grammar, capitalization, punctuation, or paragraph structure.6
c. Revising
Revising is as much a stage in the writing process as prewriting, outlining,
and doing the first draft. Revising means that you rewrite a paragraph or paper,
building upon what has already been done in order to make it stronger.7 On the other words, revision is the gaps, clumsy wording, lack of clarity, inadequate detail, and
other problems can be transformed into a solid essay through the process of
reworking.8 Revising can be said as checking or seeing again our own writing or someone else‟s writing whether there are some mistakes in the structure, spelling, capitalization, words choice, organization of idea, content, etc.
d. Editing
Editing is the next step after people revised his paper. When editing, someone
have to correct the errors that he/her has made in his/her writing. When someone
believe that he has said what he want to say the way he want to say it, he is ready to
edit their paper to be a better writing than before.
6
George Braine and Claire May, Writing from Sources: A Guide for ESL Students, (California: Mayfield Publishing Company, 1996), p. 29.
7
Langan, op. cit., p. 33.
8
So, there are four processes of writing according to Langan. First, prewriting
is a process that can help someone think about and create some materials of his
writing. Next is writing the first draft. The first draft means the rough draft which
consists of some main ideas and detail information without considering the language
features. Then, revising is checking the writing again in order to make correction. The
final process is editing which the writer must correct their writing.
B.
The Concept of Recount Text
There are some genres that should be studied by senior high school students;
one of them is recount text. According to Nafisah and Kurniawan as cited in Nurohmah‟s article, recount text is a text that retells the sequence of events or experiences which someone has ever got in the past.9 Anderson and Anderson stated that recount is “a piece of text that retells past events, usually in the order in which they happened”.10 It means that the writers or the speakers have to tell again to the readers or listeners about their activity in the past chronologically.
Even though recount text had been studied since junior high school,
sometimes the students had problems in writing it. It is because in writing recount
text, the students should know the purpose of the text, and be aware in using the
schematic structures and applying language features.
1.
The Purpose of Recount Text
The purpose of recount text is to reconstruct past experiences by retelling
events in original sequence.11 It can be said that the writer will tell his or her past activity in some paragraphs in chronological order.
9
Iin Nurohmah, “An Analysis of Students‟ Recount Text by Using Systemic Functional
Grammar”, Passage 1, No. 2 (2013): 90.
10
Mark Anderson and Kathy Anderson, Text Types in English Type 1, (Australia: Macmillan, 2003), p. 48
11
Furthermore, it is to provide the audience with a description of what occurred
and when it occurred.12 It shows that the purpose of recount text is to give the explanation about the process and time of events that happened.
2.
The Schematic Structure of Recount Text
The schematic of recount text consists of three parts, namely orientation,
event, and reorientation. The further explanation is as follows:13
a. Orientation, a first paragraph that gives background information about who, what,
where, and when.
b. Event is a series of paragraph that retell the events in the order in which they
happened.
c. Reorientation is a concluding paragraph of all the events that had been told. (not
always necessary)
Hence, the schematic structure of recount text has three sections which the
first paragraph, called orientation, tells the characters who involved in story; what
happened in general, the place where the events happened, and the time of the events.
Next, event tells what happened in sequence. The last is re-orientation as an ending
paragraph.
3.
The Language Features of Recount Text
According to Mark Anderson and Kathy Anderson the language features of
recount text are:14
a. Proper noun to identify those involved in the text.
b. Descriptive words to give details about who, what, when, and where.
c. The use of the past tense to retell the events.
d. Words that show the order of events (for example: first, next, then, etc.)
12
Anderson and Anderson, loc. cit.
13
Ibid., p. 50.
14
4.
The Sample of Recount Text
This is one example of recount text:15
„The X Files‟
„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 results of a survey that said three out of every hundred 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.
C.
Computer-Assisted Language Learning (CALL)
1.
Definition of CALL
Computer assisted language learning (CALL) is both exciting and frustrating
as a field of research and practice. It is exciting because it is complex, dynamic and
quickly changing – and it is frustrating for the same reasons. CALL expanded in 1980‟s and 1990‟s with accessibility of personal computers for language learners.16
15
Ibid. p. 50.
16Omer Eren, “Students‟ Attitudes towards Using Social Networking in Foreign Language
Classes: A Facebook Example”, International Journal of Business and Social Science 3, No. 20 (Special Issue – October 2012), p. 288.
ORIENTATION
RE-ORIENTATION
CALL is defined by Davies as “an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and
assessment of material to be learned, usually including a sustainable interactive
element".17 In addition, Maley stated that CALL is the newest in the several of modern language learning aids which began with gramophone.18 So, CALL is a process that uses a computer and, as a result, it improves learner‟s language.
2.
Types of CALL
Types of CALL programs/materials include (from ICT4LT Module 1.4)19: a. CALL-specific software: applications designed to develop and facilitate language
learning, such as CD-ROMs, web-based interactive language learning
exercises/quizzes (see CD-ROM examples for language learning)
b. Generic software: applications designed for general purposes, such as
word-processors (Word), presentation software (PowerPoint, see an e-book made by
students "Many Moons"), and spread sheet (Excel), that can be used to support
language learning (see examples of using Excel for language learning &
teaching) *Also see Microsoft Office Online Templates)
c. Web-based learning programs: online dictionaries, online encyclopaedias, online
concordances, news/magazine sites, e-texts, web-quests, web publishing, blog,
wiki, social networking sites, etc.
d. Computer-mediated communication (CMC) programs: synchronous - online chat;
asynchronous - email, discussion forum, message board, etc.
17
Mahdi, op.cit., p.192.
18
David Herdisty and Scott Windeatt, CALL: Resource Books for Teachers, (Oxford: Oxford University Press, 1989), p. 3
19
D.
Social Networking Sites
As can be seen above, social networking sites (SNs) is one of CALL types
which involves in web-based learning programs. Rigby said that social networks have
become places where young people spend a considerable part of their lives.20 In these places, they create identities, make friends, share the idea, and so on. Moreover, Boyd
and Ellison in Harrison and Thomas‟ article define SNs as web-based services that
allow individuals to: 1) construct a public or semi-public profile within a bounded
system, 2) articulate a list of other users with whom they share a connection, and 3)
view and traverse their list of connections and those made by others within the
system.21 Hence, SNs is web sites for everyone who has same interest in particular things where they can create their own profile, discuss their favourite topic, and
connect by making connections through individual or groups.
The term “same interest” can also be used for “same objective” in foreign language classes. There are self-expression and social interaction in SNs, some of the
most important contexts for language use, which can be created or imitated by
teachers in foreign language (FL) classrooms to enhance language acquisition. SNs
are also popular among the learners. This makes SNs attractive possible sites for FL
practice.
If the teachers involve the pedagogic material in SNs activities as FL
experiences, students can be more motivated and spend more time on the FL tasks.
Then, it can be used for communicating and connecting with others in the second
language (L2) or FL through a class which learners will become well poised to
establish relationship with other speakers of L2 via SNs in the future and to become
20
Ben Rigby, Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0, (San Francisco: Jossey Bass, 2008), p. 59.
21
autonomous, lifelong learners.22 SNs therefore are a promising tool for FL education in their capacity to be used by learners as FL practice.
Teachers may use one or more than one SNs as a media. It depends on the
needs and goal of learning. From various kinds of SNs such as Facebook, MySpace,
Twitter, Path, YouTube, and so on, the writer chose Facebook because it provides a
group application which lets the teachers use the internal elements to manipulate
groups for FL class.
E.
Facebook as Computer-Assisted Language Learning (CALL)
In this research, the writer will talk about Social Networking Sites (SNs)
especially Facebook which is included in Web-based learning programs. According to Stelter‟s definition in Suthiwartnarueput and Wasanasomsithi‟s article, “Facebook is a one of the most popular social networking sites which allow users to post any
information, chat with friends or other users, and collaborate within the system”.23 It is also a technological tool which can nurture the student-teacher relationship by
creating positive learning experiences for both parties stated Mazer, Murphy and
Simonds.24 So, Facebook is one of social networking sites that can be used by everyone all over the world to post any updates or information, share photos, chat or
argue with other users, and also to be a media for learning some subjects or many
things. Students not only have greater chances to collaborate with many people in the
world but also can learn English at the same time if they use Facebook as a tool for
their study by spending time browsing profiles, meeting new people, and exploring
relationships using the English Language.
Students use Facebook primarily for „social searching.‟ That is, students use Facebook to learn more about a person they have met. It is also used for social and
22Kara McBride, “Social
-Networking Sites in Foreign Language Classes: Opportunities for
Re-creation”, www.slu.edu, Internet, available from
http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf, accessed 3o September 2014, p. 35.
23
Suthiwartnarueput and Wasanasomsithi, op.cit., p. 195.
24
emotional support and as a resource to find information. According to Rita, Facebook can have a positive influence in improving learners‟ literacy.25
She explains in her
paper that learners can comment and get a good feedback from others. The
helpfulness comment and peer reviewing can be a strong expert input for learners.
Facebook can be a meaningful environment for learning English for language
learners. There are many applications that are available to use. Facebook is not only
for fun, but also can be a useful site to improve students‟ language skill.
F.
Teaching Writing Through Facebook
Teachers can use Facebook as a media to motivate students to write. Facebook
is popular among students that they will find it is fun to practice their writing on this
site. Learners may not realize that they are learning through their everyday routine
which is many of them using Facebook as a media to write their informal writing.
The teacher can ask the students to do writing task as homework since there is not
enough time to practice writing in the classroom.
In Facebook, there is an application named Facebook group. It can be used by
teachers to share materials to the students in a whole class. „FB groups‟ provides a
space where ideas are posted in view of all, to be open to criticism as well as praise.26 Higher order thinking skills are needed in organizing, synthesizing and analyzing the
ideas whether by individual, peers, or groups in constructing new knowledge. Then, „FB groups‟ provides ample opportunities for students to practice and improve their writing skills.27 Students can learn many new sentences from reading their friends‟ comment and they feel obliged to respond them which it can enhance their writing
skill.
25 Rita Inderawati Rudy, “From Classroom to Peer Comment in Facebook: Bridging to
Establish Learners‟ Literacy”,International conference “ICT for language learning”,(Sriwijaya University Palembang: Pixel, 4th edition , 2011), P. 1.
26Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching
and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information Technologies Issue 1, (6) 2012, p. 90
27
Undeniably, students often use their social networking account to write some
informal writing to express their ideas or personal thoughts. Strangely, students considered these types of informal writing as “communication” and not likened to the “writing” tasks that are given in schools.28
The researcher believes that FB has
potential benefits to improve students‟ writing skills by being the link between academic “writing” and outside “communication”.
G.
Advantages and Disadvantages of Using Facebook in Teaching
Writing
There are some advantages and disadvantages of using Facebook in teaching
writing according to Yunus, Salehi, and Chenzi:29
1. Advantages:
a. Most students now are digital natives, so Facebook engage them by presenting
material in a way that is familiar and comfortable for them.
b. Students can get enough input from Facebook so they will develop students‟ writing skills. In Facebook, teacher‟s notes can be viewed with chronological order. This is very convenient when preparing lessons that build upon previous
materials taught in the class.
c. Students will have a larger audience when they use Facebook. Working online
fosters a sense of global interaction. Students can communicate with their
teachers and friends by Facebook. This is especially helpful for shy students who
might not otherwise reach out.
d. Facebook allow for multimedia interaction which brings together pictures, videos,
links and so on.
28
Ibid.
29 Melor Md Yunus, Hadi Salehi, and Chen Chenzi, “Integrating Social Networking Tools
e. Students will take responsibility for their works because they have a larger
audience when they use Facebook. This may empower them and their work and
leads to self-directed learning.
f. Students can read comments for the class as a whole and comments directly and
individually on them. This maximizes feedback and contact with the teacher.
g. Parents can view their children‟s work and progress.
2. Disadvantages:
a. The relationship between teacher and students can somehow be tricky. Teachers
need to realize that even though the environment is virtual, the identity should not
be hidden.
b. It takes time to design, edit and modify digital learning materials for teachers.
Sometimes it is time-consuming and frustrating to search for the materials online.
Moreover, the learners will be encountered with a pool of information with little
control over the quality and accuracy of the content.
c. The learners must have access to computer and internet. Hence, when the
technology is not reliable or the internet is not available, the learners will be faced
with difficulties.
d. Some learners find it so difficult to read the materials online because they are
accustomed to the traditional book-centered approach.
e. Students will spare more time on playing computer games and chatting on-line on
the pretext of doing writing on internet.
f. Writing tasks online will lead students to „copy-paste‟ from the extensive online
resources without thinking.
In conclusion, almost all of things in the world have strengths and weaknesses
and so do Facebook. People can take the good side of this site and avoid the negative
H.
Peer Assessment in Writing
Assessment is a key element in language learning. There are some variants of
assessment in writing. One of them is peer assessment. Referring to Falchikov in Ako‟s book, “peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of
excellence for that product or event which students may have been involved in
determining”.30 Moreover, Liu and Hansen in Bijami, et.al., emphasized that peer assessment is sources of information and a medium of interaction that involves comment and critique for each other‟s‟ writing in both written and oral formats in the process of writing. It is a way that learners assume roles and responsibilities normally
taken on by a formally trained teacher, tutor, or editor.31 On the other words, in peer assessment, every student has to give their personal comment, suggestion, and correction to their friend‟s writing in both written and oral formats based on the certain criteria of the material.
I.
Advantages and Disadvantages of Peer Assessment
As Bijami, et. al., said in their article, there are some advantages and
disadvantages of peer assessment.32 They are:
1. Advantages
a. Peer feedback encourages student to participate in the classroom activity and
make them less passively teacher- dependent
b. Using peer feedback can lead less writing apprehension and more confidence as
well as establish a social context for writing.
c. Peer feedback is beneficial in developing critical thinking, learner autonomy and
social interaction among students.
30 Wāhanga Whakapakari Ako
, Assessment Matters: Self-Assessment and Peer Assessment, (New Zealand: Teaching Development Unit, 2012), p. 10.
31
Maryam Bijami, et.al., “Peer Feedback in Learning English Writing: Advantages and
Disadvantages”, Journal of Studies in Education 3, No. 4 (2013), p. 93.
32
d. The practice of peer feedback allows students to receive more individual
comments as well as giving reviewers the opportunity to practice and develop
different language skills
2. Disadvantages
a. Some students believe teacher feedback is more qualified
b. Most peer responses focused on product rather than the processes of writing, and
many students in L2 contexts focused on sentence- level errors (local errors)
rather than on the content and ideas
J.
Conceptual Thinking
According to the writer, writing is an activity for expressing someone‟s personal thought towards something, someone, and so on. Moreover, writing is a skill
that quite challenging for language learners to master because they need to know
some information about the organization of idea, the appropriate language use, the
grammar, etc. EFL learners need a media that they can use for practicing, reviewing,
and discussing their writing with the teachers or the other students without anxiety
and shyness. Therefore, a Facebook may be a new media that they can take
advantages of to learn English and increase their writing skill.
The most successful social networking site is Facebook.33 This Web site has hundreds of millions of users and it is an enticing way for students to form an online
community. One of the problems, however, is the possibility of privacy infringement
as students get more confident in their English writing skills and become more open
to talk about their private lives online. Not only that, but also students can practice
their English writing skills everywhere. It may be necessary for teachers and students
to discuss some ground rules for using Facebook before starting to use it. Besides,
33
Robert Chatrand, “Social Networking for Language Learners: Creating Meaningful Output
students can do peer assessment in their friends‟ writing and it can be seen by the
whole students that join on the FB group. It is, however, an excellent way to
communicate as the content that is posted to the site may motivate learners to share
ideas and thoughts that would be very difficult to duplicate in a classroom setting.
K.
Relevant Previous Study
The findings of “Effects of Using Facebook as a Medium for Discussions of
English Grammar and Writing of Low-Intermediate EFL Students” by
Suthiwartnarueput and Wasanasomsithi in Electronic Journal of Foreign Language
Teaching showed a statistically significant difference between the mean scores of the
pre-test and the post-test (t = 6.65, p = 0.00). Most common topics of discussion
involved sentence structures, followed by word meanings, parts of speech and then
relative clauses. It was found that English grammar was worth promoting for
discussions on Facebook because there were correlations between the gain scores in
the grammar and writing parts at the significant levels (r = 0.399 in the pre-test and r
= 0.859 in the post-test).34 The students also had positive attitudes toward using Facebook as a means of learning grammar and writing. As an alternative learning
tool, Facebook provided them a convenient and attractive means to engage in
discussions with the teacher and other users who had better grammatical knowledge.
In addition, “Students‟ Attitudes towards using Social Networking in Foreign
Language Classes: A Facebook Example” by Eren aims to investigate students‟
attitudes towards use of social networking sites, Facebook in particular, in language
classroom.35 This study was carried out at a university in Gaziantep, Turkey with 48 undergraduate students who were enrolled in one year compulsory English
preparatory class. The research design included a 5 point Likert-type questionnaire
and semi-structured interviews. It was found out that students have a very positive
attitude towards the use of Facebook activity as a supplement to language classroom,
34
Suthiwartnarueput and Wasanasomsithi, op.cit., p. 194.
35
but traditional classroom based language learning still remains a backbone for
language education.
Furthermore, “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students‟ Perceptions by Yunus and Salehi indicated that this study attempted to investigate the students‟ perceptions on the effectiveness of
Facebook (FB) groups for teaching and improving writing.36 The authors saw a need to carry out this study as it provides a platform to discover pedagogical implications
that would benefit the Y-generation in terms of improving their writing skills in a
Malaysian ESL context. The respondents of this research comprised 43 third year students completing their bachelor‟s degree in TESL, in the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). The students‟ perceptions were measured through a questionnaire comprising 10 close-ended items and 3 open-ended ones.
Respondents were required to participate in a Facebook group created by the researchers. The Facebook group, called „Write Out Loud‟ was hosted by Facebook here: http://www.facebook.com/home.php?sk=group_193133474042344&ap=1. The findings showed that „Facebook groups‟ is an effective tool in improving the students‟ writing skills, especially in the brainstorming of ideas before the actual writing. The results of this study may be beneficial to ESL educators in incorporating
ICT into their teaching repertoire.
In contrast, “The Effectiveness of Using ICT (Information Communication
and Technology) on Students‟ English Achievement” by Mardi (a skripsi at UIN
Jakarta) showed that the result of this research using ICT is more difficult than using
non-ICT.37 So, the students‟ English scores taught by using non ICT are better than those who were taught by using ICT. In other words, the null hypothesis is accepted
or there is no significance influence of using ICT in teaching English. This research
used a Quasi-Experimental study which applied pre-test and post-test in both
36
Yunus and Salehi, op. cit., p. 87.
37 Teni Mardi, “The Effectiveness of Using ICT (Information Communication and
experiment class and control class. He did the research for six meeting by using ICT
25
This chapter presents place and time of the study, method of study, population
and sample, techniques of data collecting, technique of data analysing, and statistical
hypothesis.
A.
Place and Time of the Study
The writer conducted the research for about five months, starting from July to
December 2014. Then, she took the data at the first year of SMAN 87 Jakarta. The
school is located at Jalan Mawar II, Pesanggrahan-Jakarta Selatan. She chose this
school because the English teachers seldom use social networking sites in teaching
and learning process.
B.
Method of Study
The design of this study is quantitative by using quasi-experiment with
pre-test and post-pre-test in which the writer used Facebook when giving some writing
assignments to the tenth grade of SMA Negeri 87 Jakarta.
There were two variables involved in this research. They were Social
Networking site as an independent variable and writing recount text as a dependent
variable. The writer compared the results of two classes of the first year students of
SMA Negeri 87 Jakarta, to know if there are any significant differences in teaching
writing of recount text with and without using Social Networking site (Facebook).
They were experimental class and controlled class. She used Facebook when giving
C.
Population and Sample
The experiment was done at the first year of SMA Negeri 87 Jakarta that
involved the process of teaching writing by using Social Networking site; Facebook.
The population of the research was the tenth grade of students SMA Negeri 87. There
are six classes consist of X MIA 1, X MIA 2, X MIA 3, X IIS 1, X IIS 2, and X IIS 3,
so there are 215 students in all.
The sample of research is two classes that are X IIS 2 as controlled class and
X IIS 3 as experimental class. They were chosen by using purposive sampling
technique because of some considerations. There are the same curriculum, subject
material, and the teacher of those classes. Purposivesampling technique, according to
Husaini Usman and R. Purnomo Setiady, is used when the researcher only take the
sample which is suitable with the purpose of the research1. The writer took only 50 students as the sample; 25 students from X IIS 2 and 25 students from X IIS 3.
D.
Techniques of Data Collecting
To collect the data, written test was used as an instrument. The test was
divided into two tests, pre-test and post-test. The pre-test was given to the students
before the treatment and the test after the treatment. Either in pre-test or in
post-test, students had to write at least there paragraphs about their past experience.
The design used in this quantitative research was a quasi-experimental study
which involved two classes (experimental class and controlled class). This kind of
study allows the researcher to look at the effects of at least one independent
variable and one or more dependent variables.2 Independent variable in experimental research is also frequently referred to the experimental or the treatment variable. In
this research, the researcher wanted to see whether the treatment made a difference
1
Husaini Usman and Purnomo Setiady, Pengantar Statitika Edisi Kedua,(Jakarta: Bumi Aksara, 2008), p.186
2
or not. As the final, the result of pre-test and post-test are collected and compared.
Some techniques used in collecting data in research are:
1. Pre-test
The writer gave the students pre-test for both experimental class and
controlled class before the lesson to know the students’ skill of writing recount text.
The pre-test was an essay test which they must tell their past holiday activity in 45
minutes.
2. Treatment
The writer taught recount text in the experimental class and controlled class.
She gave both classes the same materials but with different media in doing some
assignments. The experimental class’ students used Facebook in writing recount text
task which they had to write, upload, give comments, and interact with the teacher
and the other students. Meanwhile, the controlled class’ students only wrote and gave
feedback or comments in their book and interacted with the teachers and students
only in the classroom.
3. Post-Test
The next step, the writer gave the post-test to both classes after the lesson
finished. In the post test, learners had to choose one of three topics to write in 45
minutes, they are Junior High School best moment, embarrassing moment, and sad
moment.
The results of pre-test and post-test was collected and compared to know the
effectiveness of using Social Networking site (Facebook) in teaching writing of
recount text.
4. Interview
Finally, three students were interviewed by some questions that consist of
advantages of peer assessment and using FB in teaching writing. The purpose of
interviewing the students was to know whether their activities in Facebook were
E.
Technique of Data Analyzing
Rubric of written test assessment from Arthur Hughes’ book was used in
[image:41.612.108.530.230.681.2]assessing students’ writing test:3
Table 3.1. RUBRIC OF WRITTEN TEST ASSESMENT
No. Aspects Scale Criteria
1. Grammar
6 Few (if any) noticeable errors of grammar of word order.
5 Some errors of grammar or word order which do not, however, interfere with comprehension.
4
Errors of grammar or word order fairly
frequent; occasional re-reading necessary for
full comprehension.
3
Errors of grammar or word order frequent;
efforts of interpretation sometimes required on
reader’s part.
2 Errors of grammar or word order very frequent;
reader often has to rely on own interpretation.
1 Errors of grammar or word order so severe as to
make comprehension virtually impossible.
2 Vocabulary
6
Use of vocabulary and idiom rarely (if it all)
distinguishable from that of educated native
writer.
5
Occasionally uses inappropriate terms or relies
on circumlocutions; expression of ideas hardly
impaired.
3
4
Uses wrong or inappropriate words fairly
frequently; expression of ideas may be limited
because of inadequate vocabulary.
3 Limited vocabulary and frequent errors clearly hinder expression of ideas.
2
Vocabulary so limited and so frequently
misused that reader must often rely on own
interpretation.
1 Vocabulary limitations so extreme as to make comprehension virtually impossible.
3. Mechanics
6 Few (if any) noticeable lapses in punctuation or
spelling.
5
Occasional lapses in punctuation or spellings
which do not, however, interfere, with
comprehension.
4
Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full
comprehension.
3 Frequent errors in spelling or punctuation; lead sometimes to obscurity.
2
Errors in spelling or punctuation so frequent
that reader must often rely on own
interpretation.
1 Errors in spelling or punctuation so severe as to make comprehension virtually impossible.
4.
Fluency (style
and ease of
communication)
6
Choice of structures and vocabulary
consistently appropriate like that of educated
5
Occasional lack of consistency in choice of
structures and which does not, however, impair,
overall, ease of communication.
4 „Patchy’ with some structures or vocabulary
items noticeably inappropriate to general style.
3
Structures or vocabulary items sometimes not
only inappropriate but also misused; little sense
of ease communication.
2
Communication often impaired by completely
inappropriate or misused structures or
vocabulary items.
1
A „hotch-potch’ of half-learned misused structures and vocabulary items rendering
communication almost impossible.
5 Form
(organization)
6 Highly organized; clear progression of ideas well linked; like educated native writer.
5
Material well organized; links could
occasionally be clearer but communication not
impaired.
4 Some lack of organization; re-reading required for clarification of ideas.
3 Little or no attempt at connectivity, though reader can deduce some organization.
2 Individual ideas may be clear, but very difficult to deduce connection between them.
1 Lack of organization so severe that
SCORE:
Gramm: ____+Voc: ____+ Mech: ____ +Fluency: ____+ Form: ____=______
In analyzing the data, the writer used statistical calculating of t-test to find out
the difference scores of student’s achievement in teaching writing using Facebook as
a medium compared without using Facebook. Data processing is the step to know the
result of both experimental class using Facebook as variable X and controlled class
without using Facebook as variable Y, and their differences.
The writer used the comparative technique. The comparative technique is an
analysis technique to evaluate hypothesis concerning the differences between two
variables examined statistically.
In the comparative technique, the variables are compared to recognize
whether or not the differences are significant. The writer will use t-test formula that
adapted from Sudijono before using t-test formula; the writer has sought some
formula below4:
1. Determining Mean of variable X, with formula:
M1 =
M1 = the average of gained score (mean of variable X)
= sum of gained score (variable X) N1 = number of students (variable X)
2. Determining Mean of variable Y, with formula:
M2 =
M1 = the average of gained score (mean of variable Y)
4
= sum of gained score (variable Y) N2 = number of students (variable Y)
3. Determining standard deviation score of variable X, with formula:
SD1 =
√
SD1 = standard deviation of variable X
= sum of squared gained score of variable X N1 = number of students (variable X)
4. Determining standard deviation score of variable Y, with formula:
SD2 =
√
SD2 = standard deviation of variable Y
= sum of squared gained score of variable X N2 = number of stud
