STUDENTS’ PERCEPTION ON THE USE OF BLOG IN BASIC WRITING CLASS
IN ENGLISH EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Dwi Rapita
Student Number: 081214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION ON THE USE OF BLOG IN BASIC WRITING CLASS
IN ENGLISH EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Dwi Rapita
Student Number: 081214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
-Donny Dhir
iv
hirgantoro-
I dedicate this thesis to my beloved
my friends and also all people who
Nothing gonna change my love
ved family,
ho love me.
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, November 12, 2012 The writer
vii ABSTRACT
Rapita, Dwi. (2012). Students’ Perception on the Use of Blog in Basic Writing Class in English Education Study Program of Sanata Dharma University. Yogyakarta: English Language Education Study Program, Sanata Dharma University. English Education of Sanata Dharma University to enhance students’ writing skills. However, it was found that the students had various points of view related to the use of blogs. Therefore, the researcher conducted the research.
There are two research questions. (1) What is the students’ perception on the use of blogs in Basic Writing class in English Education Study Program of Sanata Dharma University? (2) What are the students’ suggestions to improve the use of blogs in Basic Writing class? The researcher used survey research as the method in this research. The research participants were the students of the first semester who had taken Basic Writing in the classes C and F that used blogs as learning media in the academic year 2011/2012.
In the survey research, the instruments used by the researcher were the questionnaire and interview. The questionnaire was distributed to 51 participants in Basic Writing classes C and F. Then, the researcher took eight participants to be interviewed based on the consideration of participants’ answers to the questionnaire given.
The results of this research showed that most of the respondents had positive responses towards the use of blogs in Basic Writing class. The blogs were used to submit their writing assignments. They could give comments on each other’s writing. They perceived that blogs could encourage them in learning writing and develop their writing skills. The students also felt comfortable, satisfied, motivated and happy to use blogs. However, there were still problems faced in using blogs such as the slow internet connection, the students’ technology illiterate, and the lack of feedback from the lecturer. Concerning the implementation of blogs in Basic Writing class, there were some suggestions recommended by the students. The suggestions are the speed of the internet connection in Basic Writing class should be increased, the feedback from the lecturer and other students should be given, the material should be explained in detail, the material should be posted in the blogs, the use of blogs should be easier to operate, the students should be proactive to ask the lecturer when needed and to learn more about blogs as well as the use of blogs should be applied as the alternative media.
viii ABSTRAK
Rapita, Dwi. (2012). Students’ Perception on the Use of Blog in Basic Writing Class in English Education Study Program of Sanata Dharma University. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Menulis merupakan salah satu ketrampilan penting yang dipelajari dalam bahasa Inggris. Di dalam menulis, orang dapat mengungkapkan ide-ide dan pendapatnya dalam bentuk tertulis. Di era virtual ini, proses pembelajaran menulis menggunakan internet sudah cukup lazim bagi para pendidik. Salah satu jenis media internet yang digunakan dalam belajar menulis adalah blog. Blog merupakan media yang diterapkan di dua kelas Basic Writing di Pendidikan Bahasa Inggris, Universitas Sanata Dharma, dalam usaha meningkatkan ketrampilan menulis siswa. Kendati demikian, diketahui bahwa adanya beragam pandangan para siswa mengenai penggunaan blog tersebut. Berdasarkan latar belakang ini, peneliti pun melakukan penelitian.
Terdapat dua pertanyaan yang dirumuskan dalam penelitian ini. (1) bagaimana persepsi siswa terhadap penggunaan blog di kelas Basic Writing di Pendidikan Bahasa Inggris, Universitas Sanata Dharma? (2) saran-saran apa saja yang dikemukakan para siswa dalam upaya peningkatan penggunaan blog di kelas
Basic Writing? Metode yang digunakan dalam penelitian ini adalah penelitian
survei. Partisipan penelitian ini adalah para siswa semester pertama yang telah mengambil kelas Basic Writing , yakni kelas C dan F yang menggunakan blog sebagai media pembelajaran, pada tahun akademik 2011/2012.
Dalam penelitian survei ini, instrumen yang digunakan peneliti adalah kuesioner dan wawancara. Kuesioner dibagikan kepada 51 partisipan di kelas
Basic Writing C dan F. Kemudian, peneliti memilih delapan partisipan untuk
diwawancarai berdasarkan pertimbangan jawaban para siswa pada kuesioner yang diberikan.
Hasil penelitian ini menunjukkan bahwa sebagian besar partisipan memiliki respon yang positif terhadap penggunaan blog di kelas Basic Writing. Blog digunakan untuk mengumpulkan tugas menulis. Para siswa dapat memberikan komentar pada tugas menulis mereka satu sama lain. Mereka menyadari bahwa
blog dapat memotivasi mereka dalam belajar menulis dan juga mengembangkan
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penggunaan blog sebaiknya di aplikasikan sebagai suatu media alternatif pembelajaran.
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ACKNOWLEDGEMENTS
I would like to thank Jesus Christ, my savior and my guardian, for His amazing blessings, amazing grace, endless guidance and wonderful love. He always gives me strength and spirit in completing this thesis. Without Him, I am nothing. Also, I give my thanks to Virgin Mary, Holy Mother for sending my prayers to Jesus Christ.
I give my deepest gratitude to my major sponsor, Made Frida Yulia, S.Pd., M.Pd. for her patience, her guidance and her precious time in reading my thesis and giving me feedback, advice, motivation and suggestions. My sincere thanks also go to all ELESP lecturers who have taught and give me precious learning during my study, secretary staff, librarians and deanery staff in Sanata Dharma University.
My sincere thanks also go to Basic Writing classes C and F lecturers, Mega Wulandari, S.Pd. and Dr. Retno Muljani, M.Pd. who gave their precious time and opportunity for me to conduct my research in their classes. I would also like to give thanks to Drs. Y.B.Gunawan, M.A. for his posting of proverbs and advices in Facebook that give me spirit. I am also grateful for the help from the students of Basic Writing classes C and F 2011/2012 for answering my questionnaire and for giving me an opportunity to interview some of them.
xi
brother Andreas Tri Putra for their prayers and supports. My family is my big motivation and inspiration in finishing my study.
Moreover, I would like to give my big hug and thanks to my best friends, Desya, Fidelis, Bella and Clara for their laugh, supports, care, and attention to me. They also give me beautiful and precious memories of all my life in Sanata Dharma University. I also give thanks to my wonderful senior high school friends, Desy, Agus, Ayuka and Mimi. I would like to thank to Miss Patrice, Pak Tangguh, Nora, Niken, Siwi, Rei, Okta, Topan, Marsel, Mbak Wichan, Grace, Mila, Anggie, Irine, Rean and Monique for their support. Then, I give my big thanks to all PBI students of Sanata Dharma University especially PBI 2008 for their support and motivation.
Furthermore, I give my gratitude to all events and communities that I have joined such as EMC, Cantus Firmus, Gandroeng, TYG dance community, EAD, EWD, SEATTA and other events that I cannot mention one by one. These communities and events have given me many experiences and have taught me precious learning.
Finally I give applause to myself for finishing this thesis and also I give my appreciation and endless thanks to all people who helped me in writing.
xiii b. Blogs in Language Learning and Teaching ……… 3. Writing Proficiency ………. D.Instruments and Data Gathering Technique ……… 1. Instruments ………...
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 29
A.Students’ Perception on the Use of Blogs in Basic Writing Class... 1. Students' Perception on the Implementation of Blogs in Basic
xiv
Writing Class ……….. 2. Students’ Perception on the Impact of Blogs in Students’
Writing in Basic Writing Class ………... 3. Students’ Personal Evaluation of the Use of Blogs in Basic
Writing Class ………... 4. Students’ Perception on the Advantages of the Use of Blogs in
Basic Writing Class……….. 5. Students’ Perception on the Problems Faced in the Use of
Blogs in Basic Writing Class ……….. B.Students’ Suggestions in Solving the Problems Faced in the Use
xv
LIST OF TABLES
Table Page
4.1 Students’ Perception on the Implementation of Blogs ………. 30 4.2 Students’ Perception on the Impact of Blogs in Students’ Writing in Basic
Writing Class ……… 4.3 Students’ Personal Evaluation of the Use of Blogs in Basic Writing Class …. 4.4 The Advantages of the Use of Blogs in Basic Writing Class ………... 4.5 The Problems Faced in the Use of Blogs in Basic Writing Class ……… 4.6 The Students’ Suggestions in Solving the Problems Faced in the Use of
Blogs in Basic Writing Class ………... 36 41 48 49
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LIST OF APPENDICES
Appendix A:
Letter of Permission ………... 65
Appendix B:
The Questionnaire Blueprint ………... 68
Appendix C:
Interview Protocol ………...
Appendix D:
Samples of Questionnaire of Basic Writing Class C………
Appendix E:
Samples of Questionnaire of Basic Writing Class F ………...
Appendix F:
Samples of the Interview Transcript ………... 71
73
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1
CHAPTER 1 INTRODUCTION
In this chapter, the researcher is going to discuss and provide background information related to the research topic. This chapter consists of six parts. They are research background, problem formulation, problem limitation, research objectives, research benefits and also the definition of terms.
A.Research Background
It has been a long time since the English language became an international language. Perceiving this issue, people are barely able to evade the effects which may come. Therefore, it becomes something essential for people to learn it. In English, there are four skills which are learned. One of them is the writing skill, which is important for people to express themselves in writing, to share their opinions and ideas and also to develop their writing skills. “Writing is a skill like driving, typing, or preparing good meal. Like any skill, it can be learned” (Longan, 1996: 12). The writing skills can train people to use their creativity, imagination and their thoughts into written works. Furthermore, writing also has an essential role for people to deliver the messages.
development of writing did not stop with that kind of media. Due to the existence of new technology which started to be a dominant role in society, one can write now.
In this new modern era, learning English by using technology has become something which is familiar and common. One of the technologies used in learning English language is by using the Internet. Considering this case, the Internet becomes popular in the context of learning nowadays, especially in learning English. “You can also go one stage further and use the Internet as the basis for your course; or even as your course book” (Teeler & Gray, 2000: 81). In using the Internet, there are many elements which are also the parts of the Internet media such as emails, blogs, chat, YouTube and surely there are still many other parts of Internet media. However, in this case the researcher merely discusses one element of the Internet parts which is known as a blog. Since it is a medium to explorewriting skills, people can publish their journal, thesis or ideas in the form of online writing for the world to read and respond to in a blog (Teeler & Gray, 2000: 17). The blog is an online diary or online writing used to provide opportunities for people to explore their eagerness to write by not using papers. The blog is designed interactively and it is updated routinely. The contents of a blog can be various. It can provide various topics and also can express various opinions (Prakoso, 2008: 4). In the teaching area, a blog can be a requisite medium for teachers or lecturers to teach writing in English.
aimed at the students of the first semester. Pertaining to this course, one of the lecturers in Basic Writing class who taught classes C and F used blogs as the media for him in teaching Basic Writing. The lecturer also asked the students to use blogs for submitting their writing assignments. The students were also able to check their friends’ writing through blogs. The class itself was in the language laboratory which contained a lot of computers. The Internet connection could be accessed in that area. Therefore, the students were able to utilize internet connection there to log in to web log (blogs). Nevertheless, the activities of writing using blogs in the class often could not be completed merely in one time in the class. Thus, the students had to submit their writing assignments in blogs outside the class. As known, not all of the students had Internet access at home. Moreover, the feedback of the writing result was also given by accessing the blogs site. It made the students need to check and update the news or assignments posted on their blogs.
Considering these backgrounds, the researcher would like to discover the students’ perception towards the use of blogs in Basic Writing class.
B.Research Problem
The researcher is going to discuss two questions related to the study. The questions are as follows.
1. What is the students’ perception on the use of blogs in Basic Writing class in English Education Study Program of Sanata Dharma University?
2. What are the students’ suggestions to improve the use of blogs in Basic Writing class?
C.Problem Limitation
In conducting this research, the researcher focuses on students’ perception on the use of blogs in Basic Writing class in the English Language Education Study Program of Sanata Dharma University. This study also focuses on answering two main questions stated in the problem formulation. The researcher will conduct this study using survey research since this study is about the student’s perception on the use of blogs in Basic Writing class.
classes are class C and class F. The Basic Writing class is held in the multimedia laboratory of Sanata Dharma University.
D.Research Objectives
There are two objectives in conducting this research. They are:
1. This research aims to know the students’ perception on the use of blogs in Basic Writing class.
2. This research aims to identify the students’ suggestions to improve the use of blogs in Basic Writing class.
E.Research Benefits
There are some benefits that can be obtained from this research. Since this research is conducted in the educational area, the researcher expects that this research can give contribution to English language teaching, especially for:
1. Students of Basic Writing Class
blogs, it will be a reference for other students outside Basic Writing class. They will attempt to use blogs if they find positive effects on the use of blogs.
2. Writing Lecturers
This research is the research about students’ perception on the use of blogs. The results of this research might be various. Students’ perception on the use of blogs could have positive or negative responses. When it comes to positive results, the Writing lecturers especially Basic Writing lecturers may consider this kind of media which will be useful for them to attract students’ attention in doing activities of writing skills. Otherwise, when it comes to the negative results, the writing lecturers also need to consider the use of blogs in teaching which may cause the disadvantageous learning for them and their students so that they may change their teaching media. Furthermore, the writing lecturers can also make a reflection or an evaluation towards the things needed to be improved in the use of blogs.
3. Future Researchers
F.Definition of Terms
In this section, the researcher would like to discuss the definition of terms of the keywords from the study related to the researcher’s topic. The keywords are Perception, Blog and Basic Writing class.
1. Perception
Based on Oxford Advanced Learner’s Dictionary (Hornby, 1995: 859), perception could be defined as the sense and the way of someone to hear, see, understand or interpret something. Another expert also states the definition of perception as “perception is a mental and cognitive process that enables us to interpret and understand our surroundings” (Kreitner and Kinicky, 1992: 26). There are also sensations which the subjects feel when they describe what happens in their environment that can create their perception (Ponty, 1962: 207). In this research, the perception itself could be defined as the way of students of Basic Writing class in seeing, hearing, feeling, understanding, or interpreting the use of blogs in Basic Writing class.
2. Blog
online diary which contains of students’ thoughts, opinions, reflections or views on supporting the students’ writing activities in Basic Writing class.
3. Basic Writing (KPE 154)
Basic Writing course is one of the compulsory courses in the English Language Education Study Program of Sanata Dharma University Yogyakarta. Based on Buku Panduan Akademik Program Studi Pendidikan Bahasa Inggris
2011, Basic Writing is designed to introduce students to the requirements needed
9 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will discuss the theories related to this study. This review of related literature consists of two parts. They are theoretical description and theoretical framework.
A.Theoretical Description
This theoretical description discusses and focuses on the theories related to the keywords in this research. They are the description of perception, definition of blogs, blogs in language teaching, and writing proficiency.
1. Perception
There are some definitions related to perception. The description and theories of perception are needed because they are related to the research purpose. They are also essential to know the students’ perception on the use of blogs in Basic Writing class.
183). Then, Lahey (2009) adds that people’s perception is formed due to the process of interpreting of information which creates an image of situation (p. 124).
According to Ponty (1962), there is also the sensation’s feeling which is felt by people when they describe something that happens in their environment which can lead them to make perception (p. 207). Then, Vernon (1971) also adds that there is a relation between people’s perception with people’s motivation and emotion. At first, people start to perceive about something because there is an interest in them that affects their perception. However, actually the perception itself is not merely influenced by interest but also by other motives and desires (p. 178). Weisman (1980) also states about the perception according to psychologists. It is said “Perception is a complex process involving the sensations specific to a sensory modality interacting with past experience and other ongoing sensations from other systems” (p. 6).
Perception is not solely a definition in this review of related literature. Perception is something essential because someone behaves based on her or his interpretation of situation, events and condition. Sometimes, people fail to behave or act also because of wrong perception that they have. Therefore, perception is really important to know what inside people’s mind. People may see different things when they are faced by the same things. “Perception-like beauty-is in the eye of the beholder” (Sweeney and McFarlin, 2002, p. 25).
2. Blog
In discussing the theories related to blogs, the researcher divides the theories into two parts. They are definition of blogs and blogs in language learning and teaching.
a. Definition of Blogs
There are also some theories related to the description of blogs. The term of blogs is already prevalent among people, especially in this globalization era. Hence, related to the use of blogs which has been already popular nowadays, there are also many definitions propounded by the experts.
be updated all the time and he added that blogs also give an opportunity for people to create and design their own blogs (p. 14).
Lewis (2004) also states that in this new era many people have turned to blogs as alternative media for them to do discussion. He also defines the blog as a kind of web diary and a tool which allows the blogs users to publish the information on a web. It is the same thing as what the users do when they use a text program. Blogs can also contain pictures, videos, audios files and links in a blog postings or blog messages (pp. 19-20). Then, Godwin (2003) defines a blog as a tool which is available on the Internet for people to write, edit and publish their writing (as cited in Zhang, 2009, p. 64).
Other experts Dudeney and Hockly (2007) also add that “a blog is essentially a web page with regular diary or journal entries. The term is short for
web log” (p. 86). The blog is an example of social software and also one of the
computer tools which can make people connect, communicate and collaborate online activity to each other.
b. Blogs in Language Learning and Teaching
classmates and also from anyone in the world because there is a comments feature in a blog. (Drexler, Dawson, and Ferdig, 2007, p. 140; Kirk, Manatee, and Johnson, 2009, p. 3). Drexler, Dawson and Ferdig also add that giving comments and obtaining feedback can build students’ ability in writing indirectly (p. 140). Besides, blogs are media which are easy to use, to create, and to maintain in the online communities (Pinkman, 2005, p. 14; Zhang, 2009, p. 67; Guttler, 2011, p. 156).
Then, blogs in a classroom can increase students’ motivation, students’ interest in learning technology and their critical thinking skills because in a blog they may share their writing, videos and pictures with their friends, family and even with other people that they did not know (Sawmiller, 2010, p. 44; Fageeh, 2011, p. 42 ). Sawmiller also adds that blogs in a classroom also provides the opportunities for the learners to develop their skills in writing and reading. Hence, it makes blogs interesting for the learners and also for the educators (p. 47). Ward (2004) also states the similar thing as Sawmiller that using blogs is one of the ways in increasing students’ interest in learning reading and writing (as cited in Pinkman, 2005, p. 14). In addition, a blog gives an opportunity for people to practice writing (Tseng, 2008, p. 179; Nepomuceno, 2011, p. 103). The students can also express their ideas and mind using blogs (Tseng, 2008, p. 179; Kim, 2008, p. 1346). Arena and Jefferson (2008) also add that “students have the choice to organize their ideas and content in their own ways, leading to divergent and creative thinking” (p. 3).
students to analyze their content of writing. They will be aware of their writing mistakes such as grammar, mechanics, unity, and coherence. (p. 96). Moreover, he discovers that most of the students enjoy using blogs and the students think that a blog is challenging for them. Blogs also make them more confident in writing (p. 103). Walker (2005) also agrees and states that most of the students enjoy using blogs and they find the blog as something valuable (as cited in Kavaliauskienė, Anusienė and Mažeikienė, 2006, p. 135). Besides, Zhang (2009) propounds that a blog gives opportunities for students to improve their writing skills and also to develop their ideas in writing by interact with other students (p. 68). Furthermore, there is also the expert who reveals the advantages of using blogs in language teaching. Wu (2004) describes the advantages of using blogs in an EFL class as follows:
(i) it is very easy to design and maintain; (ii) teachers can access and create, edit, assign homework, and review materials in a very organized way and in chronological order; (iii) blogs can promote exploration of websites in English, once the teacher can be able to place links to their source websites and students can have the chance to read articles; (iv) with the automatic date-stamping function, both teachers and students are able to know clearly when assignments are turned in; (v) most students will write more carefully if they know that they are going to publish their articles online for authentic readers who may comment on their postings (as cited in Guttler, 2011, pp. 62-63).
In addition, in learning language through blogs, the educators’ role is also important. The blog is one of the technologies used in learning and teaching. The technology should not be separated from learning itself. The teachers have roles in selecting the lesson objective, the method of learning, the evaluation, the feedback and also the follow-up activities for learning. The relationship between teachers and technology directly and indirectly has also important roles in determining the success of the implementation of technology used in learning (Venkatsatish, 2012, pp. 53-54). Arena and Jefferson (2008) also add that teacher as an educator should support the students by giving the questions and comments as well as by doing discussion together. The teachers also need to know further the use of features of blogs so that they can relate the use of blogs with students’ learning (p. 3).
3. Writing Proficiency
In this research, it is also important to discuss the theories related to writing. It is because the main point of this research is about students’ perception on the use of blogs in Basic Writing class. There are also some experts who discuss the theories related to the writing aspect.
the topic (p. 9). Another expert says that writing is a skill which can be learned and it is a hard work for almost everyone who learns it (Longan, 1996, p. 12). Zamel (1982) also adds that writing is a process which contains its technique in it. The technique of writing relates to the composition of writing such as creating, formulating and making perfect of one’s ideas. There is also revision in the writing process in which the students learn it from the perspective that someone else can read their writing (p. 195).
Grabowski (1996, p. 75) also states the definition of writing.
Writing, as compared to speaking can be seen as a more standardized system which must be acquired through special instruction. Mastery of this standard system is an important prerequisite of cultural and educational participation and the maintenance of one’s rights and duties…The fact that writing is more standardized than speaking allows for a higher degree of sanctions when people deviate from that standard (as cited in Weigle, 2002, p. 4)
B.Theoretical Framework
This research focuses on students’ perception on the use of blogs in Basic Writing class. In attempting to understand and discover the results of this study, the researcher also needs to find the theories related to this topic’s keywords. They are perception, blog and Basic Writing.
affecting their perception (Kreitner and Kinicky, 2008). Moreover, people also have expectations in what they see and learn about the target of their interpretation. This kind of expectation can also affect them in deciding what they feel about something which can also affect their perception. Since this research discusses the students’ perception, it is also as the same as what the students in Basic Writing class feel. Their perception can be also affected by their own feeling of using blogs in that class or by the environment such as their friends, the condition of class, the activities in the class, and even the lecturer in that class. The students’ expectation also takes an important role in their perception. When they expect something high, but in fact what they imagine is different from what they obtain, it can automatically change their perception about the class itself.
Then, Basic Writing class is the course which focuses on the basic of writing for the first semester students. As stated in the theoretical description, writing is one of the important components in language learning (Sampath and Zalipour, 2010). It cannot be separated from the process of learning language especially in this case in learning English language. It is an activity which needs someone’s skill (Longan, 1996). It also helps the writer to share his or her opinions in the form of writing. Along with the era development, the people’s way in writing also changes. The way of the teachers in teaching the writing activity also changes. In this virtual era, technology clearly takes an essential role. It also affects the learning process in Basic Writing class.
19 CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses the methodology used in conducting the research. The research methodology consists of six parts. They are research method, research setting, research participants, instruments and data gathering technique, data analysis technique and research procedure.
A.Research Method
This research used survey research in obtaining the information needed to answer the research questions related to the students’ perception on the use of blogs in Basic Writing class. “Surveys are used to measure attitudes, opinions, or achievements – any number of variables in natural setting” (Wiersma, 1995: 169). Survey research is one of the types of quantitative research which is conducted by using numerical system in gathering the data. It means that the data collection obtained from the respondents should be gathered by using numbers. In gathering the information, the method used is also organized and systematic. The aim is to understand and predict someone’s behavior. Concisely, it could be said that survey research is conducted numerically and systematically (Tull and Albaum, 1973: 2-3).
the use of blogs and the students’ suggestions of the implementation on the use of blogs in Basic Writing class. Moreover, to answer the research questions, the researcher needed the appropriate instruments. Since survey research focused on someone’s perception, the instruments which were appropriate was a questionnaire and an interview. The questionnaire and interview are common instruments used in gathering the data related to someone’s belief, opinions, behavior or interests (Gall & Borg, 2007: 228).
B.Research Setting
This research was conducted in the English Language Education Study Program of Sanata Dharma University. It was conducted in the end of May 2012 until the middle of June 2012. The participants were the students who had taken Basic Writing class whose lecturer used blogs in teaching Basic Writing class in the academic year 2011/2012.
C.Research Participants
to as judgment sampling- sample elements judged to be typical, or representative, are chosen from the population” (Ary, Jacobs and Sorensen, 2010: 156). The researcher selected the sample from the students who had taken Basic Writing class in the academic year 2011/2012 especially the students of classes C and F who used blogs as one of the media used in studying Basic Writing skill.
In this opportunity, the researcher distributed the questionnaire to the participants and also interviewed them. The researcher distributed the questionnaire to all participants in classes C and F, while the interview was conducted merely to four students in each class. These four students were selected after they answered the questionnaire distributed by the researcher. By selecting these four students, the researcher expected that they could express their opinions and perception in more detail about the use of blogs in Basic Writing class. Moreover, this interview could strengthen the data collection, thereby the researcher could answer the questions stated in the research problem.
D.Instrument and Data Gathering Technique
The instruments and data gathering techniques used in conducting this research were by distributing the questionnaire and conducting the interview. 1. Instruments
a. Questionnaire
In answering the research questions, the researcher used a questionnaire. A questionnaire is an instrument in the form of questions or statements. It is distributed to the participants of a certain study in order to obtain the participants’ responses. It is usually in written responses (Ary, Jacobs and Sorensen, 2002: 566). The questionnaire distributed to the participants was in the form of the degree level of statements. The questionnaire made contained some features. They were the implementation of blogs, impact of blogs in students’ writing, students’ personal evaluation, the advantages of blogs and also students’ problems and suggestions in the use of blogs in Basic writing class.
questionnaire given aimed to discover participants’ perception on the use of blogs in Basic Writing class.
b. Interview Protocol
In conducting this research, the researcher also used interview as one of the instruments. The interview used was a semi structured interview. The researcher conducted a face-to-face interview with the chosen participants (Ary, Jacobs, and Sorensen, 2010: 380). “The semi structured interview involves asking a series of structured questions and then probing more deeply with open-form questions to obtain additional information” (Gall & Borg, 2007: 46). The interview was conducted because it was the continuation of questionnaire distributed by the researcher. The purpose was to obtain additional information which would support the results of this study. In this interview session, the researcher merely chose four respondents in each class. The selection of participants was conducted based on the consideration that these participants in the process of answering the questionnaire gave the answers which caused the researcher need to investigate the information further related to this study.
2. Data Gathering Technique
Education of Sanata Dharma University. The questionnaire was in the form of closed-ended and open-ended questions. It was used to answer the research questions which were the students’ perception on the use of blogs in Basic Writing class, their problems in using blogs, and also their suggestions in the use of blogs. The data collection of the questionnaire was conducted in the end of May 2012. The researcher also gave the explanation first on how to fill the questionnaire given.
Meanwhile, the interview was conducted to find more detailed information especially about students’ suggestions to improve the use of blogs in Basic Writing class. The researcher conducted the interview by recording the data obtained from four students in each class who had been selected by the researcher as samples. The interview session was conducted in the middle of June 2012 after the researcher distributed the questionnaire. The researcher also gave the explanation and notified the participants about the purpose of this research. The researcher endeavored to make interview session as comfortable as possible for the participants.
E.Data Analysis Technique
Data analysis technique was divided into two data analyses. They were data from the questionnaire and data from the interview.
1. Data from the Questionnaire
open-ended form. In the closed-open-ended form, there were scores given in each statement stated in the questionnaire. The score was made based on the certain meaning. Based on the Likert Scale, it could be valued as follows: (4) strongly agree, (3) agree, (2) disagree, and (1) strongly disagree. Since there was a scale in the data, the data obtained should be calculated.
The researcher had to count the numbers of target population and the data obtained. In order to know the results in numbers, the researcher calculated the percentages. The percentages would indicate the meaning and the results of data collection gathered. The formula used in calculating the percentages was as follows.
∑χ
X 100%
∑n In which,
∑χ = The numbers of participants based on the degree of agreement ∑n = The numbers of participants
In the open-ended form, the data was analyzed by classifying the participants’ answers. The researcher also calculated the percentages from the data which were classified. Then, the researcher also explained the meaning of the results.
2. Data from the Interview
analyze the data from the interview conducted. Firstly, the researcher transcribed the results of the interview’s recording. Then, the researcher made the summary based on the data collection. After that, the researcher analyzed the data and compared the answers with participants’ answers in the questionnaire. The purpose was to discover similarities and differences’ answers in both questionnaire and interview results so that the researcher was able to draw a conclusion of the students’ perception. Finally, the researcher wrote the explanation from the data obtained.
F.Research Procedure
There were eight steps in conducting this research. They were planning, defining the population, sampling, asking permission, constructing the instrument, conducting the survey, processing the data and reporting the data obtained.
1. Planning
For the first step, the researcher defined the problems. It was found that the researcher needed to know the students’ perception on the use of blogs in Basic Writing class in the English Education of Sanata Dharma University Yogyakarta. The researcher also searched the theories and sources related to the topic and the problem determined.
2. Defining the Population
whose classes used the blogs in learning Basic Writing skill. Precisely, the participants were the students who had taken Basic Writing class in the academic year 2011/2012.
3. Sampling
The researcher used purposive sampling in conducting this research. The researcher could not select all students or participants in each class who had taken Basic Writing class because the specific participants needed by the researcher merely the participants who used blogs in their Basic Writing class. The classes were classes C and F in the academic year 2011/2012.
4. Constructing the Instruments
The researcher used the questionnaire and the interview in answering the research questions. The questionnaire was set in the form of open-ended and closed-ended forms. In the questionnaire form, the researcher used the Likert Scale which had numerical values with the certain meaning while the interview used by the researcher was in the form of semi structured interview. In conducting the interview, the researcher prepared the recording and asked the questions related to the research problem to the participants.
5. Asking Permission
by writing the letter and asking the chairperson’s signature. Those all were conducted in the middle of May 2012.
6. Conducting the Survey
In conducting the survey research, the researcher distributed a questionnaire and conducted an interview. The questionnaire was distributed in the end of May 2012. The researcher gave the explanation first about the procedure of how to fill the questionnaire form given. Meanwhile, the interview was conducted in the middle of June 2012.
7. Processing the Data
After gathering the data, the researcher found the results related to this study. Then, the researcher analyzed the data obtained from the questionnaire and the interview results.
8. Reporting the Data
29 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents, analyzes and discusses the data obtained from the results of the questionnaire and the interview. The questionnaire was distributed on May 24th and 30th, 2012. The interview was conducted on June 14th, 15th and 16th, 2012. This chapter answers two questions stated in the problem formulation. The researcher divides this chapter into two parts. The first part is the results and discussion about students’ perception on the use of blogs in Basic Writing class in the English Education of Sanata Dharma University. Meanwhile, the second part is the results and discussion about students’ suggestions to improve the use of blogs in Basic Writing class.
A.Students’ Perception on the Use of Blogs in Basic Writing Class
This part consists of students’ perception on the implementation of blogs, students’ perception on the impact of blogs in Writing, students’ personal evaluation of the use of blogs in Basic Writing class, students’ perception on the advantages of blogs in Basic Writing class and students’ perception on the problem faced in the use of blogs in Basic Writing class.
1. Students’ Perception on the Implementation of Blogs in Basic Writing Class
questionnaire, the particular numbers related were statements number 1 to 7. The results can be seen in Table 4.1.
Table 4.1 Students’ Perception on the Implementation of Blogs
No. Statements
Frequencies of Responses
1 (SD) 2 (D) 3 (A) 4 (SA)
N % N % N % N %
1. I got a clear explanation about the use of blog in Basic Writing class from my lecturer
1 1.96 4 7.84 36 70.5 10 19.6 2. I used blog for submitting my
In the second statement, the students submitted their writing assignment using blogs in Basic Writing class. The researcher found that the total of agree and strongly agree percentages in this statement were relatively high reaching 94.01%. Meanwhile, merely 5.88% of the respondents disagreed and none of the respondent (0%) strongly disagreed. From these percentages, the researcher could conclude that most of the respondents had strong perception in using blogs for submitting their assignments.
Related to the feedback obtained from the lecturer stated in the third statement, it indicated that the total percentages of agreement level were 58.81%, whereas the total percentages of disagreement level were 41.17%. Then, related to the feedback from other students, the total percentages of agreement level were 78.43%, whereas the total percentages of disagreement level were 21.56%. The differences of percentages among those degrees in the statement about feedback from the lecturer were not too significant, but more than half of the respondents still had the positive tendency. Regarding the feedback from the students, most of the respondents also showed positive attitude. Based on the results, it could also be concluded that the respondents obtained more feedback on their writing from other friends in the class than from the lecturer in using blogs in Basic Writing class.
respondents. Both statements also showed that none of the respondents strongly disagreed. Based on this fact, the researcher drew a conclusion that most of the respondents had positive responses towards the statements. Most of them believed that they could use features in the blogs freely and could give comments on their friends’ writing using blogs in Basic Writing class.
The result of the last statement in the implementation of blogs related to this statement was positive. It was presented by the total of agree and strongly agree percentages reaching 80.38%. Then, 17.64% of the respondents disagreed and 1.96% of them strongly disagreed that they could ask the lecturer about their writing using blogs in Basic Writing class.
Related to the implementation of blogs, the researcher also conducted an interview to support the data of the questionnaire. There were eight respondents in the interview. Then, there were two questions related to this section. The questions given were about the students’ perception on how the blog was implemented in Basic Writing Class and students’ expectations of the implementation of blogs in Basic Writing class.
Then, Respondents 7, 27, 41 and 50 said that blogs in Basic Writing class was used as media for them to publish their Basic Writing assignments. Respondent 27 revealed in detail that the writing assignments using blogs were published almost in every meeting of Basic Writing class. In producing their writing, Respondents 41 and 50 also added that they made the draft of their writing first. After that, they published their writing in their blogs when they felt it was already good.
“Cuma kita disuruh buat karangan, terus nanti karangan kita itu dikoreksi dulu sama teman, ditukar-tukarin , terus nantinya kalau udah benar baru di tulis ke blog. Terus, di situ nanti kalau teman-teman mau komen boleh. Setiap tugas pasti suruh ngepost di blog.” (R#41)
(We are only asked to make the drafts of our writing. Then, our friends give correction to our drafts. We also exchange our drafts of writing. After that, our drafts are posted in the blog. In the blog, the students are given the respondents who were Respondents 6, 7, 13 and 30 revealed that the lecturers had never given them the feedback. It was not in accordance with the result of the statements in the closed-ended questionnaire related to the lecturer’s feedback. In that statement, 58.81% of the respondents agreed that the lecturer gave feedback to their writing in Basic Writing class.
was in accordance with their expectations. Respondent 27 expressed that she did not feel bored when she used blogs in Basic Writing class. It made her feel something new in learning writing skill using blogs. In addition, Respondent 13 revealed that the use of blogs made her more independent in learning. The use of blogs in Basic Writing class also provided the opportunity for her to give comments on others’ writing. Moreover, Respondent 34 added that she did not find any difficulties in learning Basic Writing skill using blogs. Therefore, it was suitable for her in learning.
“Sesuai sih sejauh ini, karena saya tidak menemui suatu kesulitan yang berarti. Berarti..kan sesuai toh apa yang dijelaskan.” (R#34)
(So far, it is suitable for me because I do not find any significant difficulties.)
On the contrary, Respondents 6, 7, 30, 41 and 50 revealed that they were not satisfied and they thought that the implementation of blogs in Basic Writing class was not in accordance with their expectations. All these respondents conveyed that they were not really satisfied with the implementation because the lecturer barely gave them feedback to their writing. Moreover, Respondents 30 and 50 added that not all of their friends gave feedback to their writing, so they did not know what mistakes they had made in writing.
“Nggak, karena nggak semua kasih feedback. Terus dosennya juga nggak
kasih tahu yang mana yang salah jadi kita juga nggak tahu.” (R#30)
(No. It is because not all students give the feedback. The lecturer also does not give the feedback so we do not know the mistakes.)
not agree that the use of blogs in Basic Writing class was in accordance with their expectations. Overall, from the results of the questionnaire and the interview about the students’ perception on the implementation of blogs in Basic Writing class, the researcher concluded that most of the respondents had the positive tendency to the implementation of blogs in Basic Writing class. It was proved by the positive percentages result of the questionnaire which dominated the results. However, it was apparent that the implementation of blogs in Basic Writing class should be balanced by the presence of the educator. From the results of the interview, most of the respondents claimed that they did not really agree that the implementation of blogs had been in accordance with their expectation because the lecturer did not give feedback to their writing.
2. Students’ Perception on the Impact of Blogs in Students’ Writing in Basic Writing Class
Table 4.2 Students’ Perception on the Impact of Blogs in Students’ Writing in Basic Writing
As presented in Table 4.2 in the eighth statement, there were 60.78% of the respondents who agreed, 27.45% of them who strongly agreed, 9.8% of them who disagreed and merely 3.92% of them who strongly disagreed with this statement. From the total percentages of agreement level reaching 88.23%, it apparently showed that most of the respondents believed that blogs could explore their creativity of Basic Writing skill.
merely reached 15.68% and 17.64% of the respondents. The results also obviously indicated that most of the respondents had good responses to the use of blogs in helping them to develop their Basic Writing skill better and in improving their content of writing in Basic Writing class.
Regarding the encouragement of using blogs in learning more about writing skill, there were 76.46% of the respondents who agreed and strongly agreed, whereas 22.2% of them who disagreed. Meanwhile, there were also 86.26% of the respondents who agreed and strongly agreed that blogs could encourage their self-expression in writing and solely 13.72% of them who disagreed with the statement. Related to the statements stated that blog encouraged students to learn more about writing skill and encouraged their expressions in writing, none of the respondents strongly disagreed with those statements. It also showed that most of the respondents had positive attitude to the statements. However, it can also be seen that the respondents were encouraged more to express themselves in writing than to learn more about writing skills.
Then, most of the respondents believed that blogs could increase their critical thinking of writing in Basic Writing class. It was shown by the total of agree and strongly agree percentages reaching 78.42%. Meanwhile, the total of disagree and strongly disagree percentages reached 19.2%. In the statement about using blogs in Basic Writing class increased students’ confidence in writing, most of the respondents also indicated the positive tendency. It was proved by the total percentages of agreement level reaching 74.5%, whereas total of disagreement level reaching 25.49%. The differences of agreement percentages between the two statements were not too significant. However, it could be also concluded that the respondents thought that the blogs increased their critical thinking skill more in writing than increased their self-confidence in writing.
To support the results of the questionnaire about the impact on the use of blogs in Basic Writing class, the researcher also conducted an interview. There were two questions related to the interview in this section. The first question was about the use of blogs in Basic Writing class in encouraging the students to learn more about writing skills. The second question was about the effects of using blogs in Basic Writing class on students’ writing skills.
use of blogs in Basic Writing class made her more confident in writing. In a blog, she was free to express her imagination in writing and to design the blog as attractive as possible. Respondent 30 also added that there was a pride when her writing was published, so she was encouraged to learn more about writing skills.
“Iya sih, soalnya kalau pakai blog kan senang aja gitu kalau nulis mungkin bisa mengekspresikan perasaan dan senang aja kalau dilihat orang, ada suatu kebanggaan gitu. Cuma, kalau kita lihat sisi negatifnya, kalau kita kan nggak tahu benar atau salah jadi kurang aja gitu jadinya, tapi yah intinya encourage sih. (R#30)
(Yes, I am so happy to use blogs. I can also express my feeling in the blogs. There is a pride for me when people see my writing in the blogs. Then, when we look at the negative side, sometimes we do not know whether our writing is correct or not. However, I am still encouraged to use blogs.) Meanwhile, Respondents 6 and 7 doubted that the use of blogs in Basic writing class could encourage them in learning more about writing skills. Respondent 6 revealed that she did not really like writing so it made her tired to write. Then, Respondent 7 said that the use of blogs actually could improve her knowledge. Nonetheless, she still doubted since she merely answered that sometimes it could encourage her.
“Sometimes yes, sometimes not. Hmm..yah karena dasarnya aku kurang suka nulis yah, jadi kadang-kadang yah kalau itu apa yah untuk tugas yang otomatis memotivasilah, tapi kadang juga capek.” (R#6)
(Sometimes yes, sometimes no. Actually, I do not really like writing. Sometimes, I feel motivated if it is carried out for the sake of assignments. However, sometimes I also feel exhausted to write.)
use of language, grammar and diction in writing. Respondents 30 and 41 said that they could also express their imagination in writing when they used blogs.
Respondent 13 expressed that since the blog was provided in a computer, it eased her to write her writing well, so she could realize what grammar mistakes she made in her writing. Respondent 6 said that the use of blogs could improve her minimum requirements of writing. It was also as the same as what had been stated by Respondent 27. On the other hand, Respondent 7 revealed that the use of blogs in Basic Writing class merely introduced her to blogs as media. She added that the blog also facilitated her in submitting her assignments. Then, Respondents 34 and 50 agreed that the use of blogs could motivate them in writing. It also provided the opportunity for them to write an interesting writing since their writing was published in the blogs.
“Saya kira sama, ide kita sama. Kita lebih termotivasi toh karena tulisan itu tidak hanya kita sendiri yang baca, teman-teman sekelas dan juga kalau secara umum itu sanata dharma gitu loh karena kita mencantumkan nama di situ, jadi kita tidak hanya bertanggung jawab untuk diri kita sendiri, tetapi juga secara umum seluruh sanata dharma.” (R#50)
(I think our idea is similar. We are more motivated because not only us that can read the writing but also our friends and all students of Sanata Dharma University can see our writing. It is also because we put our names in the writing that we post in the blogs. Therefore, we have to be responsible for our writing since it is published widely.)
who were interviewed. It was very obvious that the respondents were encouraged by the presence of blogs in Basic Writing class. It was also because most of them thought that they paid more attention to their grammar, diction and the use of language in writing when they published their writing in blogs.
3. Students’ Personal Evaluation of the Use of Blogs in Basic Writing class This section aims to discuss more fully the students’ personal thoughts as well as students’ perception on their attitudes and feelings related to the use of blogs in Basic Writing class. The results found in this section were based on the closed-ended questionnaire and the interview. In the closed-ended questionnaire, the answers to this section were found in numbers 16 to 23. The results of this section can be seen in Table 4.3.
Table 4.3 Students’ Personal Evaluation of the Use of Blogs in Basic Writing Class
No. Statements 21. I was motivated when using
blog in Basic Writing class
teaching learning medium for Basic Writing class
Based on Table 4.3 on students’ satisfaction of using blogs in Basic Writing class, the percentage of total numbers between agree and strongly agree percentages reached 68.62% while the total percentages of disagreement level reached 31.37% of the respondents. Then, related to the statement about comfortable feeling in using blogs in Basic Writing class, the total percentages of agreement level were 88.23%, while the total percentages of disagreement level were 11.76%. It was apparent that most of the respondents had positive perception that they felt satisfied and comfortable in using blogs in Basic Writing class. Furthermore, based on the differences of agreement percentages, the researcher could conclude that the respondents felt more comfortable in using blogs than felt satisfied in using blogs in Basic Writing class.
Related to the eighteenth statement about accessing blogs in Basic Writing class easily, the researcher found that 58.82% of the respondents agreed, 25.49% of the respondents strongly agreed and 15.68% of the respondents disagreed. Then, none of the respondents (0%) strongly disagreed. Based on this fact, it indicated that most of the respondents agreed that they could access blogs in Basic Writing class easily.
17.64%. These percentages clearly showed that most of the respondents had positive feeling that they felt interested in using blogs in Basic Writing class.
The twentieth statement was a negative statement about using blogs in Basic Writing class. Nonetheless, it showed that some respondents agreed with this statement that they felt distraction in using blogs. As seen in Table 4.3, there were 49.01% of the respondents who agreed, 41.17% of the respondents who disagreed, 7.84% of the respondents who strongly agreed, and solely 1.96% of the respondents who strongly disagreed. The difference between positive tendency and negative tendency was not too significant. It indicated that the total numbers of agree and strongly agree percentages were 56.85% while the total numbers of disagree and strongly disagree percentages were 43.13%.
The differences of percentages of three last statements in Table 4.3 were not too significant. It could be seen that the total percentages of agreement level in each statement were 86.26%, 80.39% and 83.34%, whereas the total percentages of disagreement level were 13.72%, 13.72% and 17.64%. It was really obvious that most of the respondents showed the positive attitude towards those statements. Most of them were motivated when using blog, most of them liked using blogs and most of them thought that blogs were appropriate learning media for Basic writing class.
The second question was related to how appropriate the use of blogs as media in Basic Writing class. Then, the third question was about students’ feelings towards the use of blogs in Basic Writing class.
In relation to the students’ motivation in the use of blogs in Basic Writing class based on the interview, the researcher discovered that almost all of the respondents claimed that they were motivated. Those respondents were Respondents 7, 13, 27, 30, 34, 41 and 50. Respondent 27 revealed that she was motivated because a blog was something new for her. Since the blog was published, she said that it made her proud. Respondents 30 and 34 also agreed with this statement. They were also motivated because the blog was published, so they need to make good writing to post.
“Ya, karena itu tadi jadi termotivasi karena yang membacanya bukan hanya kita sendiri dan dalam lingkup yang luas jadi termotivasi gitu.” (R#34)
(I feel motivated because not only ourselves who can read the writing but also generally many people can read the writing. Therefore, I feel motivated.)
“Kalau aku termotivasinya malah melihat hasil writingnya teman-teman soalnya ceritanya lucu-lucu, tapi kalau dari writingku sendiri sih kalau dari pengalamanku cuma sedikit yang ngefeedback aku kan jadi aku kurang termotivasi. Kalau banyak aku justru termotivasi. Jadi kurang termotivasi gitulah.” (R#6)
(I feel motivated merely because I see the results of my friends’ writing. Their stories are funny. However, actually I feel less motivated because merely very few of my friends who give comments on my writing and give feedback to my writing. If there are many friends who give more comments and feedback, I think I can be more motivated. In conclusion, I feel less other. Respondents 6 and 13 added that the blog could be a variation for learning. Thus, the students would not be bored. They could also upload photos and create an interesting background in a blog. Respondents 7 and 30 added that the lecturer also had an important role on how appropriate or not the use of blogs in Basic Writing class. They meant that the lecturer had to give the feedback so that they could know their mistakes.
“I think it is suitable in Basic Writing class, but the lecturer must give us the
feedback. So we can..kita bisa jadi ngoreksi kesalahan kita. (R#7)
(I think it is suitable in Basic Writing class. However, the lecturer must give us the feedback so that we can give correction to each other mistakes in writing.)
were better used in Paragraph Writing class than in Basic Writing class. They explained that since Basic Writing class was the basic in learning writing, it could be better if they obtained the detailed explanation in advance as to the components or parts of Basic Writing. Then, after they had enough knowledge of Basic Writing, they could publish their writing in a blog. Respondent 50 added that the blog actually could be used in Basic Writing class, but it could not be the main medium. It should be an alternative medium.
“I think setelah belajar paragraph writing di semester dua saya jadi merasa itu seperti kebalik yah. Jadi, sepertinya tuh karena yang di paragraph writing kan kita belajar bagaimana menulis paragraf yang baik dan kita lebih banyak tahu tentang bagaimana menulis itu dari paragraph writing jadi akan lebih baik jika basic-basicnya itu kita dapat pengetahuan tentang bagaimana menulis yang baik dan aturan-aturannya seperti itu. Setelah itu, selanjutnya baru kita mulai menulis sesuatu untuk dibaca oleh orang lain.”
(R#34)
(I think after I learn Paragraph Writing in the second semester, it feels like it is the reverse for me. It is because in Paragraph Writing, we learn how to write the paragraph well. We tend to know more on how to write well from Paragraph Writing. Therefore, I think it is better if we obtain the basic knowledge for writing in Basic Writing class in advance. Then, after we have known the basic knowledge, we can post our writing to be read by other people.)
and 41 also felt proud in using blogs since their writing was published and many people could see their writing.
“Senang, bangga. Karena nanti kan banyak yang baca tulisan kita, terus banyak yang kasih komen jadi kan bisa improve kemampuan kita.” (R#41)
(I am happy and proud. It is because many people can read our writing. Then, there are many people who give comments on our writing, so it can also improve our knowledge.)
Based on the results of the questionnaire and the interview related to the personal evaluation of the use of blogs in Basic Writing class, the researcher concluded that most of the respondents had the positive attitude. It could be seen from the positive percentages in each statement in the questionnaire section and from the positive answers based on the interview section conducted by the researcher. Most of the respondents acknowledged that they felt satisfied, comfortable, interested, motivated and happy to use blogs in Basic Writing class.
