THE STUDENTS’ ABILITY TO WRITE LOGICAL
REASONING AS REFLECTED ON STUDENTS’
OPINION ON SCHOOLOGY’S COMMENT IN
CALL 2 COURSE AT UIN SUNAN-AMPEL
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd.) in Teaching English
By :
LILIS RAHMAWATI
NIM : D05212041
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SUNAN AMPEL
SURABAYA
ABSTRACT
Lilis Rahmawati. 2016. The Students’ Ability to Write Logical Reasoning as Reflected on Students’ Opinion on Schoology’s Comment in CALL 2 Course at UIN Sunan Ampel Surabaya. A thesis English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University (UIN) Sunan Ampel. Advisor: Hilda Izzati Madjid, M.A
Key words: Logical Reasoning, Schoology’s Comment, CALL 2
Writing is one of the important skills in English education that students have to master. When talking about writing, the writers need to include logical reasoning as part of it, because it can greatly persuade the readers to think deeply and participate with the topic. The lecturer of CALL 2 course used Schoology in learning process. The result of this study is expected students can attain goal: writing a good opinion which is uploaded online where everyone can read the opinion. Related to this, the researcher conducts a research on the students’ ability to write logical reasoning as reflected on students’ opinion on Schoology’s comment.
The subject of the research is the students of English Teacher Education Department at UINSA. The researcher took two classes as the subject of this research and both of the classes have same lecturer, they are: the students in A class and the students in B class. There were 43 students of A class and 20 students of B class, and the total of the students are sixty three (63). The researcher took all of them as the subject of the research. The researcher used qualitative descriptive to present the data. The technique used for collecting data is collect students’ writing comment or document study. The researcher directly asked the students’ writing comment that they get in CALL 2 course to the lecturer of the classes.
The result of the research is the students who joined CALL 2 course write a well-stated thesis statement, contains well-defined and thorough explanation of topic, addresses the topic sentence, and include critical aspects about the topic. The students’ opinion are logical and thoughtful, their supporting examples or links given is concrete and detailed. All of students got score (4) in meaning ability, it means the students’ reasoning is easy to follow and understandable. In writing conclusion, almost students got score (1), students do not write the concluding statement in the end of their writing. In respond ability, most of students got score (1 & 2), a half the number of students who joined CALL 2 course is only respond with minimal effort such as said “good job” or said “thank you”.
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LIST OF CONTENT
TITLE SHEET ... i
APPROVAL SHEET ... ii
EXAMINERS’ APPROVAL SHEET ... iii
DECLARATION ... iv
DEDICATION SHEET ... v
ACKNOWLEDGEMENT ... vi
MOTTO ... viii
ABSTRACT
... ixLIST OF CONTENT ... x
LIST OF APPENDICES
... xiiLIST OF PICTURES
... xiiiCHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Research Problem ... 7
C. Objective of The Study ... 7
D. Significance of the Study ... 7
E. Scope and Limitation of the Study ... 8
F. Definition of Key Terms... 9
CHAPTER II: REVIEW OF THE RELATED LITERATURE A. Opinion ... 12
B. Logical Reasoning ... 14
D. Students’ Ability to Write Logical Reasoning ... 19
E. Schoology ... 27
F. Previous Study ……….. 29
CHAPTER III: METHOD OF THE RESEARCH A. Research Design………... 36
B. Setting of The Study ……… 37
C. Data Collection Technique ……….. 38
D. Research Instrument ... 39
E. Data and Source of Data ... 42
F. Data Analysis ………….……….. 42
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Finding ……….… 46
B. Discussion ……… 62
CHAPTER V: CONCLUSION A. Conclusion ………….……….… 68
B. Suggestion ……… 69
REFERENCES APPENDICES
LIST OF APPENDICES
1. Lembar Validasi Rubrik ...
2. Rubric ...
3. Table of Students’ Score ...
4. Schoology’s Topic ...
5. Students’ Comment (from Schoology) ...
6. Students’ Rubric Score ...
7. Surat Tugas... ...
xiii
LIST OF PICTURES
Picture of:
2.1 Login on www.schoology.com ... 29
In this chapter the writer of the study presents brief introduction of the
research. This chapter describes the background of the study, research problems,
objectives of the study, significance of the study; it also includes scope and limitation
of the study, and definition of the key term.
A. Background of the Study
Writing is one of the important skills in English Teacher Education
Department that students have to master. Nunan Davis said that “writing is
clearly a complex process. This skill needs particular practice to develop the
students’ ability in writing”.1 Writing should be practiced and learned
gradually and it needs a long time to make the students skillful in writing. So,
making writing as habit is necessary to build among students. When students
have a writing habit, they are ready for the writing task with enthusiasm.2
Through the process of writing, it is expected the result of this skill helps
students attain goals, such as writing a good comment or opinion, writing
paragraph, writing dialogue, writing letters, movie scenario, report some
news, and so on. However, the research in this study only focuses on writing
1
Nunan Davis, Practical English Language Teaching. (Boston: McGraw Hill Publishing), p. 14 2
2
comment organized as opinion paragraph especially for the logical reasoning
when the students write opinion in particular topics by posting online on
Schoology.
When talking about writing, the writers need to include logical
reasoning as part of it, because this kind of writing style can greatly persuade
the readers about the topic that they are discussing. This is one ways of
catching the readers’ interest about the topic. Therefore, the writer needs to
write a high quality argument or opinion that will truly allow the readers to
think deeply and participate with the topic. This will show how the readers
will react on it and how they decide after reading reliable opinions.
The goal of writing logical reasoning in this research is to build the
students’ critical thinking and for content category; how the ideas is
reasonable. Work samples or collections of work that could be assessed for
logical reasoning may include research papers, lab reports, musical
compositions, a mathematical equation that solves a problem, a prototype
design, a reflective piece about the final product of an assignment, or other
academic works such as essays, articles, comment or opinion, argumentative
paragraph, etc. According to Sumerset’s point of view, logical reasoning is
basically applicable in non-fiction writing.3 That is because non-fiction
3
3
writing needs real information to make the topic realistic and convincing just
like in writing essays.
While writing comment or opinion on particular topics, students
cannot write as they want, they have to consider their logical reasoning.
Because the students’ logical reasoning has significance role in catching the
readers’ interest in taking a part on the discussion about the topic. The logical
reasoning skills are a complex abilities that can help people to get someone's
point, generate reasons, evaluate the reasons given by others, decide what to
do or what not to do, decide what information to accept or reject, explain a
complicated idea, apply conscious quality control as they think, and resist
propaganda. The most important critical thinking skill is the people’ skills at
making judgments, not snap judgments that occur in the blink of an eye, but
those that require careful reasoning.4
Besides considering logical reasoning, students also need to defend
their interpretations or judgments with evidence from the texts they are
reading about. Introduces a thesis statement and organizes the reasons and
evidence clearly, support the statement with clear reasons, logical reasoning,
relevant evidence, using accurate and credible sources, use words, phrases,
and clauses to clarify the relationships among the opinion and reasons,
demonstrating an understanding of the topic or text, and provide a concluding
4
4
statement that follows the arguments or opinions presented are things that
students need to pay attention. As stated by Kinneavy that “most people want
more than reasons, they want evidence or proof to back up the reasons”5.
Thus, being able to have ability to write logical reasoning in writing opinion
on Schoology’s comment, the writer has to be able to support the opinion
with concrete evidences and proofs.
There are many social network platform for learning, some of them
are; Schoology, Edmodo, Moodle, Blackboard, etc. Two of the most popular
that are used by teachers or lectures is Schoology and Edmodo. Both are great
but it depends on what the users will use them for. The researcher prefers
Schoology to Edmodo as the document of this study because; In CALL 2
course, discussions is the most prominent for the researcher’s need. Thus, the
researcher intends to conduct a study toward students’ ability to write logical
reasoning on Schoology which the opinion is written in a Schoology’s
comment based on different topic in a week. Moreover, the materials given
by the lecturer in this course are all discussed through online class which the
students have to understand before elaborating their comment. However, an
online class focuses on one teaching only (transfer knowledge). It causes
students’ get low motivation to learn due to they get difficulty in
understanding the teacher’s instruction. So that, the students is only taking a
5
5
part in online class to fall their obligation out through writing opinion or
comment from each discussion that the lecturer provided on Schoology’s
toolbar discussion.
The determination of why the researcher intends to conduct a study on
Schoology rather than another social platform from learning is taken into
account. Due to the Schoology has its own discussion section. This is the
important one in this study because the data collected from students’ opinion
in discussion section. Not only that, the lecturer can also create different
topics for the students to discuss. These organizing discussion are always
saved separately, and the lecturer can go back at any time to check or view a
student’s response. Moreover, Schoology offers special feature, so all the
lecturer has to do is click one button and instantly the lecturer can see how
many times a student participated.
The Schoology’s comment helps students to develop their critical
thinking. Because the students have to write opinion on Schoology’s
comment every week. Not only that, the students also had to give comment
on another students’ point of view. If the students often give comment on
someone’s point of view which the comment can be debated between the
writer and the readers, the students’ critical thinking can develop in the
following days. Writing comment in this study organized as opinion
6
this study is for academic purpose, which is comment on particular topics in
academic setting called CALL 2 course.
English Teacher Education Department of Faculty of Education and
Teacher Training of State Islamic University Sunan Ampel Surabaya is a
department which used Schoology in CALL 2 course in learning process. The
consideration in choosing this class because CALL 2 course is the only class
which used Schoology in learning process, besides that the students learn and
practice the way how to write and give comment, agree or disagree to
someone’s point of view, how to give and support the comment with some
proofs and evidences to strengthen their opinion, and how to make a
conclusion in form of writing. Having learnt those ways, the students are
expected to have a good ability to write logical reasoning in Schoology’s
comment in CALL 2 class.
In conclusion, since logical reasoning is important part of writing
skill, it is important to increase and develop the logical reasoning ability of
the students while writing opinion on Schoology’s comment which the
comments or opinions are posted online that everyone can read those
comment in CALL 2 course. Therefore, the researcher is interested in
conducting the research entitled “The Students’ Ability to Write Logical
7
CALL 2 Course at UIN SUNAN-AMPEL SURABAYA in academic year
2015-2016”.
B. Research Problem
Based on the background of the study above, the research problem is:
what are the students’ ability in writing logical reasoning as reflected on
students’ opinion on Schoology’s comment in CALL 2 course at UIN Sunan
Ampel Surabaya?
C. Objective of the Study
Looking at the research problem above, the objective of the study is
stated below: to describe the students’ ability in writing logical reasoning as
reflected on students’ opinion on Schoology’s comment in CALL 2 course at
UIN Sunan Ampel Surabaya.
D. Significance of the Study
This study can be useful for providing sufficient writing knowledge,
particularly in how to write a good comments or opinion paragraph which is
uploaded online on social media where everyone can read those comment.
8
strength and weakness of the students’ ability in writing logical reasoning on
Schoology’s comment in CALL 2 course.
E. Scope and Limitation of the Study
The researcher focuses on analyzing the students’ ability in writing
logical reasoning when they write opinions or comments in particular topics
on Schoology. There are thirteen topics on Schoology, they are: (1) Online
learning & netiquette, (2) Socialization, (3) Technology in education, (4)
CALL and its development history, (5) Online resources for EFL teacher, (6)
Blog in teaching, (7) Teaching integrated language skill: a webquest activity,
(8) Technology and the teaching of reading: comics authoring, (9) Teaching
writing: collaborative writing using online collaborative tool, (10) Teaching
speaking: video conference, (11) Teaching listening: podcasting, (12) Class
management, and (13) Self-directed professional development. Those topics
are divided into individual assignment and group assignment. Topics 1, 2, 3,
4, 6, 7, and 12 are individual assignment. Topics 5, 8, 9, 10, 11 are group
assignment. Topic 13 is only reflective for the students itself before the
course finished. This analysis research is limited in individual assignment and
only limited in three topics to answer the research question. The first topic is
“Netiquette”, the writer chooses that topic because Netiquette is the first
9
writing opinion or comment logically on Netiquette topic. The second topic is
“Technology in Education”, and the third topic is about “Webquest Activity”,
the writer chooses that topics because she wants to know whether the
students’ capability in writing opinion logically is better or not after writing
comment every week on Schoology.
This research analysis conducted in CALL 2 course. There are two
classes in CALL 2 course. The researcher took two classes as the subject of
this research and both of the classes have same lecturer, they were: the
students in A class and the students in B class. There were 43 students of A
class and 20 students of B class, and the total of the students are sixty three
(63). The researcher took all of them as the subject of the research. The
consideration in choosing this course because in CALL 2 course the students
learned and practiced the way how to write and give comment, agree or
disagree to someone’s point of view, how to give and support the comment
with some proofs and evidences to strengthen their opinion, and how to make
a conclusion in form of writing. Besides that, there is no one English
Department which used Schoology in learning process. CALL 2 course is the
only one that used Schoology in learning process.
F. Definition of Key Term
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In this early discussion, the researcher finds out the term that
should be recognized first by the readers, Logical Reasoning. One dictionary defines logical reasoning as the act or process of drawing
conclusions from facts, evidence, etc. Logical reasoning is centrally
concerned to give reasons for someone’s beliefs and actions, analyzing
and evaluating on someone’s own and other people’s reasoning, devising
and constructing better reasoning.6 In this research, logical reasoning
refers to the students’ idea when they are writing comment or opinion in
particular topics on Schoology. The ideas mean; the appropriateness of
the students’ written opinion with the topics.
2. Ability in Logical Reasoning
According to Rebecca, ability in logical reasoning can improve the
ability to evaluate the arguments of others.7 In this research, ability in
logical reasoning refers to the students’ ability in writing opinion or
comment on some topics, there are five abilities: (1) ability in writing
thesis statement, (2) ability in supporting opinion with evidences, (3)
ability in meaning, (4) ability in writing conclusion, and (5) ability in
writing response.
6
Anne Thomson, Critical Reasoning: a practical introduction 3rd edition (New York: Routledge), p. 2 7
11
The step in measuring the students’ logical reasoning is often to get
some good advice. People already have some advice, but how do they
decide whether it is good? There is one best way to identify good advice:
It should be backed up with good reasons. One principle is to ask for
reasons before accepting a conclusion, unless the writers already have
good enough reasons. If the writers expect the readers to accept their own
conclusion, then it's the writers’ responsibility to give them reasons they
can appreciate.8 That is called logical reasoning. Give readers argument
that they can understand. Show the reasons to audience. The goal in
giving an opinion or argument is to design the reasons so that the
audience can sees that the reasons imply the conclusion. Another way of
saying this is audience should see that the conclusion follows from the
reasons given to support it.
8
12
CHAPTER II
REVIEW OF RELATED LITERATURE
One of part which is important in research is basic theory. The object of this
research is the students’ written comment, especially on logical reasoning in
Schoology’s comment. So the writer will tell some theories which come from the
data source. The theories are opinion, logical reasoning, feature of logical reasoning,
the ability to write logical reasoning, and the last is previous study.
A. Opinion
When we write a comment on some issues is called opinion. An opinion
paragraph is a type of persuasive writing. In an opinion paragraph, the writer
expresses and supports an opinion on particular topic or issue and also the
writer has to give reasons that help to persuade the reader to agree with him
or her that the opinion is a good one.9 Opinions are everywhere: Opinion can
be found on billboards, advertisements, newspapers, in a CD or movie,
review, in textbooks, articles, and so on.
Opinion paragraph usually follow this pattern:
1. Statement of opinion. Firstly, introduces the topic and states the writer’s
opinion about the topic. In this study, the students’ opinions have to be
9
Alice Savage & Masoud Shafiei, Effective Academic Writing 1 The Paragraph (New York: Oxford University Press), p. 104
13
appropriate with the topic, not too long, not too short also, minimally one
paragraph. The important thing is our comment is clear and easy to
understand also we have to input link to corroborate our comment.
Examples: State your position with; In my opinion…., I believe that…., It seems obvious to me that…., Although not everybody would agree, my position is….
2. Supporting sentences: the middle of the sentences gives reasons that support the writer’s opinion, gives reasons why the opinion is correct.
Examples: Support your position with; I have several reasons for arguing this point of view…, My first reason is…. Another reason is…., There are several points I want to make to support my point of view……, Research shows…, It has been found that ……….. They say (claim, hold, maintain) that…. On the other hand, there are many who disagree with the idea that…. They also argue that…., etc. Usually supporting sentences include one or more of the following: (a) Facts, simple
definition of fact according to Merriam Webster is something that truly
exists or happens, especially something for which proof exists, or about
which there is information. (b) Events: explain the sequence of events in
an event. (c) Anecdotes: It is references to personal experience. (d)
Statements from experts: when we write an opinion we have to include
14
3. Concluding comment: a restatement the writer’s opinion in different
words in the last sentence. The concluding sentence sometimes
summarizes the main reasons for the writer’s opinion. Examples: Restate
your position with: However, there are several reasons to oppose this point of view…, After looking closely at both sides of the issue and the evidence, I believe it is best to…. because…, If we look closely at…, we will see that it is better to…., Based on the evidence so far, we should…because …., etc.10
B. Logical Reasoning
Reasoning is a human activity every day. People all think about what
they should do and why they should do it. Logic may be defined as the
science that evaluates the opinions or arguments.11 Also, logic is a formal
system of analysis that helps writers invent, demonstrate, and prove opinion
or argument.12 Logical reasoning is the process of logical thinking and
systematic to form and evaluate a conviction toward statements. One
dictionary defines logical reasoning as the act or process of drawing
conclusions from facts, evidence, etc. Logical reasoning is centrally
concerned to give reasons for someone’s beliefs and actions, analyzing and
10
Charlotte Knox, Backwards Planning for Success with Writing with the new California Common Core Standards Opinion/Argument Writing Packet Grades 3-6, p. 45 (www.knoxeducation.com) 11
Hurley, A Introduction of Logic, Second Edition, p. 1 12
15
evaluating on someone’s own and other people’s reasoning, devising and
constructing better reasoning.13
When discussing about logical reasoning, the others element which has
closer relation with logical reasoning are: claims, arguments, and issues.
Claims or assertion is a statement that could be put into the form of a declarative sentence. It can be in the form of a factor judgment, which is
either true or false statement. An argument is a claim supported by evidence. Arguments are used for many purposes: to change the reader’s point of view,
to bring about some action of the reader’s part, or to ask the reader to accept
the writer’s explanation or evaluation of a concept, issue or problem. People
argue in order to settle issues. The specific point of disagreement that inspires someone to present an argument is called issues. 14
Regarding to this study, the elements that suit with this study is
argument and issues. Because, in argument element has aimed to bring some
action of the reader’s part to participate in the discussion with their logical
reasoning in writing comment. When the readers take a part to present an
argument about the disagreement on someone’s point of view that is called
issue. From that statement, it can be explained that an argument and issues
13
Anne Thomson, Critical Reasoning: a practical introduction 3rd edition (New York: Routledge), p. 2
14
16
have closer relation each other. Different with claim, claim only decides the
true or false statement without giving reasons to strengthen the judgment.
To be able to have logical argument or opinion, there are some rules
from northwestern.edu which is noted by Sulistiawati. They are15:
a. Good opinion or argument makes an overall claim that relevantly supports the decision in the case. This is the important one: the conclusion of the opinion or argument in writing comment at least
supports the decision in the case.
b. A good opinion or argument goes on to support that overall claim with good reason. The writer should claim something that the readers agree without many questions.
c. A good opinion or argument overtly addresses disagreement. One of the best techniques for building the critical thinking in write the opinion or
argument is to include the doubts and objections. This will help the writer
to build the skill of imagining and answering disagreement.
d. A good opinion or argument relies only one premise that the audience will take as true. Premise is a claim that supports another claim. The process of interesting the statements with questions and providing
answers has to stop somewhere. It can stop when the writer gives the
15
17
statements that makes the reader will accept the statement without any
argument.
e. A good opinion or argument uses a variety of kinds of support. The sources that can be used to build the opinion such as commonsense
examples and illustrations, the facts of the case, definitions, and past
cases.
f. A good opinion or argument is simple, clear, and focused. The writer is trying to persuade a disagreeable reader. The writer should help the reader
by making sure that at every point the reader knows exactly what the
writer is doing. The writer states the overall conclusion in the first and last
sentences. In the first sentence, the writer states what she/he is going to
prove. In the last sentence, the writer claims that she/he has proved it.
C. Features of Logical Reasoning
All basic of arguments or opinions have a few key elements. Writers
can substantially strengthen theirs opinion by including these elements16:
1. Thesis – Traditionally, a thesis statement consists of one sentence and appears last in the introduction. This is the important one, because it
identifies the topic and states the writer position on it. This should be
clear and understandable.
16
18
2. Personal Background – This describes the writer’s reasons for debating the issue. It explains why the issue is interesting or important to the
writer.
3. Historical Background – To more effectively communicate an opinion, writers should provide the audience with the context for that opinion
through the historical facts of the issue.
4. Common Ground – These are points related to the issue and on which both sides agree. This point helps the writer and readers avoid arguing
points on which both sides already agree.
5. Definitions – Writers have to define the common or technical terms they use in writing argument or opinion for the readers to understand.
6. Arguments – Arguments or opinions that oppose the thesis should be stated and explained. Generally, the writer should respond to arguments
that oppose the writer’s thesis in one of three ways: by conceding,
refuting, or clarifying. Arguments that support the thesis must include
reasons (for supporting the thesis) and evidence to substantiate those
reasons. The most convincing and best-developed arguments should
generally be saved for the end.
19
Those seven elements must not be presented at all. There are three
elements that need to be presented in writing logical reasoning. The first
element is thesis. Thesis is the important one, because it identifies the topic
and states the writer position on it. In general, a thesis statement expresses the
purpose or main point of the authors. The second element is argument. In
argument, the writer critique someone else’s opinion and defense. So, the
writers should write a high quality argument that supports the thesis with
reasons (for supporting the thesis) to defend their opinion. The third element
is evidence. For strengthen the opinion, the writers need to include relevant
evidence such as giving examples or concrete links to defend the argument.
D. Ability to Write Logical Reasoning
Having good ability to write logical reasoning can improve the ability
to evaluate the arguments of others.17 When the writer understands how
opinions or arguments are supposed to be constructed and also how they
shouldn’t be constructed, the writer will find some of bad arguments out
there. The writer may even be surprised when the writer finds out how many
people are persuaded by bad arguments. And the most obvious benefit in
having ability to write logical reasoning is that can allow the writer to
improve the quality of the written opinions or arguments.
17
20
A first step in logical reasoning is often to get some good advice.
People already have some advice, but how do they decide whether it is good?
There is one best way to identify good advice: It should be backed up with
good reasons. One principle is to ask for reasons before accepting a
conclusion, unless the writers already have good enough reasons. If the
writers expect the readers to accept their own conclusion, then it's the writers’
responsibility to give them reasons they can appreciate.18 That is called
logical reasoning. Give readers argument that they can understand. Show the
reasons to audience. The goal in giving an opinion or argument is to design
the reasons so that the audience can sees that the reasons imply the
conclusion. Another way of saying this is audience should see that the
conclusion follows from the reasons given to support it.
Logical reasoning is important ability to have, because it enhances the
ability in making judgments. It is because logical reasoning skills are
complex abilities that can help people to get someone's point, generate
reasons, evaluate the reasons given by others, decide what to do or what not
to do, decide what information to accept or reject, explain a complicated idea,
apply conscious, and resist propaganda.19
The ability to frame and defend an opinion or argument is particularly important to students’ readiness for college and careers. The goal of making
18
Bradley H. Dowden, Logical Reasoning (Philosophy Department California State University Sacramento Sacramento, CA 95819 USA), p. 5
19
21
an argument or opinion is to convince an audience of the rightness of the claims being made using logical reasoning and relevant evidence. In some cases, students will make an argument or opinion to gain access to college or to a job, laying out their qualifications or experience. In college, a student might defend an interpretation of a work of literature or of history and, in the workplace an employee might write to recommend a course of action. Students must frame the debate over a claim, presenting the evidence for the opinion or argument and acknowledging and addressing its limitations. This approach allows readers to test the veracity of the claims being made and the reasoning being offered in their defense20.
From that statement, it can be concluded that the ability in having
logical reasoning is very important for students to sharpen their thinking in
college and career. In the college, by having ability in stating logical
reasoning, the students can debate some other opinions or arguments and
defend their argument. Besides, in the workplace, an employee has to be able
to write logical reasoning to increase their position and to gain relationship
with their higher and their relation.
Logical reasoners need to be flexible thinkers and also be sensitive to
the situation, use their background knowledge and common sense in drawing
conclusions because extraordinary statements require extraordinarily good
evidence to back them up. The most important principle in logical reasoning
is “Be consistent in reasoning and be on the lookout for inconsistency in the
reasoning of others.21
20
Hillocks, George Jr. Teaching Argument for Critical Thinking and Writing: An Introduction, The University of Chicago, p. 25
21
22
According to Bradley H. Dowden, the ability in writing logical
reasoning includes:
1. Ability in writing a well-stated thesis statement
This is the important one, because it identifies the topic and states
the writer position on it. In this case, the topic sentence introduces the
topic and states the writer opinion about the topic. The explanation about
the topic that the students write should be clear, well defined, and
thorough in order to make the readers familiar with the topic. Besides
address the topic sentence, the main idea and all the critical aspects about
the topic should be include in the introduction. In general, a thesis
statement expresses the purpose or main point of your writing. According
to Hope Martis, “the thesis statement constitutes the main point of the
writing. It states what the writers want the readers to do, believe, or know
once after they read the writing”. Another definition about a thesis
statement is “a very specific argument that guides the writing”22.
Generally, a thesis statement consists of two parts: (1) a clearly
identifiable topic or subject matter, and (2) a succinct summary of what
the writer have to say about that topic. The thesis statement is usually
placed at the end of the introduction, (though some disciplines might
require the thesis statement to be the first sentence of the writing) and,
22
23
thesis statement is often expressed in one sentence, though it may in
some cases be two or rarely three sentences, depending on the length and
complexity of the writing23.
The explanation about the topic should be clear in order to make
the readers familiar with the topic. A thesis may be stated directly or
implied (not stated directly, but obvious to the reader). An effective
thesis statement explains to the reader the case that the writers are going
to make and how they are going to make it. The thesis also helps the
writers to keep focused and determined what information do (or don’t)
need to include in the analysis.
2. Ability in showing and supporting opinion with relevant evidence
The second ability in writing logical reasoning in the middle of the
opinion is showing and supporting opinion with relevant evidence. After
the writers critique someone else’s opinion, they should support their
opinion with logical reasoning to defend their opinion. For strengthen the
opinion, the writers need to include empirical evidence in the form of
facts, data, statistics, examples or links concrete and detailed, and so on.
The writer should not simply mention them, but should elaborate on them
23
24
by giving details to be connected deliberately with the opinion being
made.
The kinds of evidence according to CSSC (Communication
Students Support Center), they are:
a. Using facts is a powerful means of convincing. Facts can come from the reading, observation, or personal experience. Note: Do not confuse facts with truths. A “truth” is an idea believed by many
people, but it cannot be proven.
b. Using statistics can provide excellent support the opinion. The statistics should be come from responsible sources and do not forget
to cite the sources.
c. Using quotes from leading expert that support the position is an invaluable tool.
d. Using examples enhance the meaning and make the ideas concrete. They are the proof.24
Those kinds of evidence inclined to occur in all of types of the
topics. But, some people oftentimes prefer to use facts and examples to
support their opinion rather than using statistics or quotes. Four kinds of
evidence above must not be appearing at all, the writers can use one of
them to strengthen their opinion, because in writing opinion show one
24
25
evidence is enough, but if the writers use all of the kinds of evidence to
strengthen their argument or opinion, it becomes better.
3. Ability in meaning (Ideas and Information)
In the middle of the students’ opinion, the main points of the
discussion are presented. The students’ opinion which focuses on
reasoning which include the ideas and the knowledge information should
be clear, easy to follow, and understandable by the readers. The students
should use simple sentences and use familiar words in order to catch the
readers’ interest in participate with the topic, besides that the readers also
can catch what the students’ opinion. Not only that, the comment or
opinion that the students write has to relate to and adds insight to the post
or topic.
4. Ability in writing the conclusion
In writing the conclusion, the writer restates the opinion with
different words, summarize key points, underscore the logic of the
presentation, suggest a course of action, or challenge the readers to apply
the writing comment to their own life. Conclusions frame the writer’s
thoughts and bridge the ideas for the reader. The conclusion is the
writer’s chance to have the last word on the subject. The conclusion
26
raised in the writing, to summarize the writer’s thoughts, to demonstrate
the importance of the ideas, and to propel the reader to a new view of the
subject. It is also the writer’s opportunity to make a good final
impression and to end on a positive note. Not only that, the conclusion
should make the readers glad that they read the opinion. The conclusion
gives the reader something to take away that will help them to see things
differently or personally appreciate with the topic in relevant ways. It can
suggest broader implications that will not only interest the reader, but
also enrich the reader’s life in some way. It is the writer’s gift to the
readers.
5. Ability in writing response
In writing opinion, getting response from the readers is very
important. If there is response from the readers, it means that the readers
will state their agreement or maybe their disagreement with the writer’s
point of view. The readers’ statement should have high quality opinion
that can be debated between the readers and the writers, because the
contravention statement between them can build their critical thinking.
In this occasion the writer should give feedback or write comment back
to the readers’ point of view. If the writer and the readers do that thing in
27
E. Schoology
There are many learning management systems that can be used in
educational world, some of them are; Schoology, Edmodo, Moodle,
Blackboard, etc. and the object of this study used Schoology in learning
process of CALL 2 course at seventh semester in year 2014-2015. Schoology
is one of popular Learning Management System (LMS) which is used by the
lecturer of CALL 2 course in English Teacher Education Department at
Islamic University of Sunan-Ampel Surabaya. Schoology is for higher
education institutions focused on collaboration that allows users to create,
manage, and share academic content, also known as a learning management
system or course management system, because Schoology provides tools to
manage an online classroom.
The services of Schoology are includes attendance records, online
gradebook, discussion forum, tests and quizzes, and homework dropboxes.
Visually and functionally Schoology is similar to Edmodo, you can upload
your profile picture, post and share ideas, give comment to someone’s point
of view, it has unlimited words when write comment or post, it can be used as
media for collecting assignment, etc. What makes Schoology different from
Edmodo are; the only place to host discussion on Edmodo is on its “wall,”
which over time it becomes buried. Different from Edmodo, Schoology has
28
topics for the students to discuss. This organized discussion is always saved
separately, and you can go back at any time to check or view a student’s
response. Moreover, Schoology offers analytics so all you have to do is click
one button and instantly you can see how many times a student participated.
The benefits of using Schoology are: the lecturer can open it every time
and everywhere that have internet connection, have access to better course
management and communication for free, ability to easily create folders
inside of folders, discussion boards; the lecturer can easily grade comments
and it can be replied by students. Both teachers and students are also able to
embed media (files, links, and audio/video recordings) in the discussion
board comments, students can attach any document to turn in an assignment
and the teacher is able to grade it without leaving Schoology, by using the
Schoology dropbox. Rubrics; Schoology has enabled rubrics for grading.
Users can use a generic rubric or create a new rubric for each assignment and
it will automatically populate when grading the assignment, allows instructor
to share instructional resources, best practices, and more on a local and global
scale. Schoology streamlines the systematic processes of content creation and
management, grade recording, attendance, and more so you can spend less
29
Picture 2.1. When login on www.schoology.com
Picture 2.2. After login on Schoology
F. Previous Study
Based on the investigation on several thesis, writer found some tittle of
30
Education Department of the State Islamic University of Sunan Ampel Surabaya” conducted by Indah Nova Layaalia,25 which discuss about analysis the students’ ability in writing argumentative essay at English
education department of the State Islamic University of Sunan Ampel
Surabaya.
The second title of thesis is “Analysis of Students’ Cause and Effect Essay Writing at Batu Sangkar,” written by Gusman.26 This study had purpose to know the students’ ability in writing cause and effect essay by
focusing on the aspects of writing essay such as content, organization,
grammar and sentence structure, mechanics and vocabulary.
The third study was done by Nurul Fadilah and the title is “An Error Analysis of Using Cohesive Devices In Writing Narrative Text at the Second Year Students of SMPN 5 Surabaya”.27 This study investigated the specified into the students’ capability of the development of grammatical
constructions, which analyzed students’ error in using cohesive devices and
identifying the types of error on the use of cohesive devices in writing
narrative text.
25
Indah Nova Layaalia, The Students’ Ability in Writing Argumentative Essay at English Teacher Education Department of the State Islamic University of Sunan Ampel Surabaya (Surabaya: Perpustakaan UIN Sunan Ampel Surabaya, 2015)
26
Elvina Gusman, Analysis of Students’ Cause and Effect Essay Writing at Batu Sangkar. Vol. 2 No. 1, Maret 2014.
27
31
The fourth study was conducted by Diniyah with title “An Analysis on Students Ability and Difficulty in Writing Narative Text”.28 This study investigated the errors was made and the difficulty was faced by eleventh
grader students in writing narrative texts and this study also discovered the
kinds of process and circumstances on students’ narrative text.
The fifth title of thesis is “The Error Analysis on The Use of Cohesive Devices in English Writing Essay among the Seventh Semester Students of English Department of STAIN Salatiga in the Academic Year 2011/2012”,
conducted by Yanti.29 This study investigated cohesive devices errors in 66
essays written by seventh semester students.
The sixth study was conducted by Rokhmah with title “Students’ Capability in Writing Persuasive Essay at The Second Year in SMU Muhammadiyah 1 Lasem”.30 This study analyzed the students’ ability in writing persuasive essay, which is specified into the students’ capability of
the development of content, organization, vocabulary, language use, and
mechanism.
28
Tabah Ghifari Diniya, An Analysis on Students Ability and Difficulty in Writing Narative Text, (Bandung: Indonesia University of Education, 2013)
29
Yanti Nurhayati, The Error Analysis on The Use of Cohesive Devices in English Writing Essay among the Seventh Semester Students of English Department of STAIN Salatiga in the Academic Year 2011/2012 (Salatiga: STAIN Salatiga, 2012)
30
32
The seventh study was conducted by Mansoor Fahim.31 It discussed
about the effect of critical thinking on developing argumentative essay by
using tree diagram by Iranian EFL University Students. The eighth study was
conducted by Endang Sulistiawati with entitle “The Students Ability to Write
Logical Argument on Writing Argumentative Writing At English Teacher
Education Department Of Faculty Of Education And Teacher Training Of
State Islamic University Sunan Ampel Surabaya in academic year
2014-2015”.32 This study discussed about the students ability in writing logical
argument in argumentative essay’s class at English Education Department.
The next previous study is written by L.E. Modesitt, Jr entitle “The “Factsheet” approach as a Tool for Teaching Logical Writing”.33 This study discussed about the use of “factsheet” to teach the organization and
structuring of facts in logical writing. The result of this study was the use of
“factsheet” approach to write logical writing that can help the teacher to
develop greater student skills in using of facts and supporting logic.
The tenth previous study was conducted by Lesley A. Rex, Ebony
Elizabeth Thomas, and Steven Engel under the title of “Applying Toulmin:
31
Mansoor Fahim, The Effect of Critical Thinking on Developing Argumentative Essay by Using Tree Diagram by Iranian EFL University Students, Journal of Language Teaching and Research, Vol. 3, No. 4, pp. 632-638, July 2012.
32
Endang Sulistiawati, The Students Ability to Write Logical Argument on Writing Argumentative Writing At English Teacher Education Department Of Faculty Of Education And Teacher Training Of State Islamic University Sunan Ampel Surabaya in academic year 2014-2015, (Surabaya: Perpustakaan UIN Sunan Ampel Surabaya, 2015)
33
33
Teaching Logical Reasoning and Argumentative Writing”.34 This study
explained a method for teaching written argument. Another study which has
closer discussion was conducted by Mark S. Chapell and Willis F. Overton,
and the title was “Development of Logical Reasoning and the School
Performance of African American Adolescents in Relation to Socioeconomic
Status, Ethnic Identity, and Self-Esteem”.35 This study was aimed to explore
the development of deductive reasoning and school performance of 330
African American adolescents and the relation of reasoning and school
performance to socioeconomic status (SES), ethnic identity, and self-esteem.
The last previous study was conducted by Anita Lie entitle “Social Media in a
Content Course for The Digital Natives”.36 This study examines the use of
Edmodo as social media to teach a course in pedagogy to a class of digital
natives.
According to the previous studies above, the researcher concludes that
the thirteenth studies above are different from this study. The first previous
study had purposes to analysis the students’ ability in writing argumentative
essay, the second previous study had purpose to know the students’ ability in
writing cause and effect essay by focusing on the aspects of writing essay
34
Lesley A Rex., Ebonyh Elizabeth Thomas, and Steven Engel. Applying Toulmin: Teaching Logical Reasoning and Argumentative Writing. English Journal 99.6 (2010): 55-61.
35
Mark S, Chapell & Willis F. Overton. Development of Logical Reasoning and the School Performance of African American Adolescents in Relation to Socioeconomic Status, Ethnic Identity, and Self-Esteem. Journal of Black Psychology, vol. 28 no.4, November 2002 295-317
36
34
such as content, organization, grammar and sentence structure, mechanics
and vocabulary. The third and fifth previous study has purpose to know the
students’ capability of the development of grammatical constructions, then
the fourth previous study has purpose to know the difficulty is faced by
eleventh grader students in writing narrative texts, the sixth previous study
has purpose to analyze the students’ ability in writing persuasive essay, which
is specified into the students’ capability of the development of content,
organization, vocabulary, language use, and mechanism. The seventh study
has purpose to know the effect of critical thinking on developing
argumentative essay, the eighth previous study has purpose to know the
students ability in writing logical argument in argumentative essay’s class,
the ninth study discusses about the use of Factsheet in writing logical, next
study discusses the method for teaching argument, the eleventh study
discusses the development of deductive reasoning in African American
adolescents, and the last study discusses about the use of Edmodo as social
media to teach a course.
From the twelfth previous studies above there is no one that discuss
about the students’ ability to write logical reasoning when writing comment
or opinion in particular topics on Schoology’s comment, some of studies
focus on grammatical constructions, the mechanism, vocabularies, structure
35
students. There is one study which has closer discussion with this study that
is “Social Media in a Content Course for The Digital Natives”, what makes
that study different with this study is: that study uses Edmodo but this study
is uses Schoology. Almost all of the data taken from students’ handwriting,
but in this study the data is taken from students’ online discussion which is
the comments are posted online on Schoology.
36
CHAPTER III
METHOD OF THE RESEARCH
In this chapter, researcher provides the research method involved these few
elements: research design, setting of the study, data collection technique, research
instrument, data and source of data, and also data analysis.
A. Research Design
This study wants to get information about the students’ ability to write
logical reasoning in their writing. Therefore the researcher used descriptive
qualitative research since its purpose was to describe the students’ ability in
writing logical reasoning as reflected on students’ opinion on Schoology’s
comment. Moleong also stated that qualitative research is a research that used
natural setting to interpret a particular phenomenon and done using various
method.37 Natural setting means here that the researcher does not give any
treatment but only put the data from the students’ writing product.
This research used that method because it was appropriate to the
objective of the research which focused on students’ logical reasoning in
writing opinion on Schoology’s comment. The result of the research
emphasized more toward the data interpretation found in the field. The results
are not written in the form of figures with statistical measures, but it is
37
37
illustrate in the form of describing words to the results and it is presented in
narrative.
B. Setting of The Study
The setting of this study was conducted by the researcher at seventh
grade of English Teacher Education Department the Faculty of Education and
Teacher Training in CALL 2 course, Islamic University of Sunan Ampel
Surabaya which is located at Jl. Jend Achmad Yani 117 Surabaya in year
2015 - 2016.
This study conducted in CALL 2 course because CALL 2 is the only
course which uses Schoology in learning process. Schoology is a learning
management system (LMS) for higher education institutions that allow users
to create, manage, and share content and resources. Schoology is one of
popular social network platform for learning which is used by the lecturer of
CALL 2 course in English Teacher Education Department at Islamic
University of Sunan-Ampel Surabaya. The material and the assignments are
uploaded online on Schoology. In this study students have to write opinion or
comment by expressing ideas or feeling by using words in other students’
posting in particular topics on Schoology. Knowing that technology has
38
2 course for conducting this research, “how to write a good comment which
is uploaded in social media who everyone can read our comment or opinion”.
There are two classes in CALL 2 course. The researcher took two
classes as the subject of this research and both of the classes have same
lecturer, they were: the students in A class and the students in B class. There
were 43 students of A class and 20 students of B class, and the total of the
students are sixty three (63). The researcher took all of them as the subject of
the research. The consideration in choosing this course because in CALL 2
course the students learned and practiced the way how to write and give
comment, agree or disagree to someone’s point of view, how to give and
support the comment with some proofs and evidences to strengthen their
opinion, and how to make a conclusion in form of writing.
C. Data Collection Technique
Data collection technique is an important part in this study. The data
collection technique is a technique used to collect the data. In this study, the
researcher used document study, which is the students’ written comment on
Schoology. The researcher collected the students’ writing comment on
particular topics on Schoology during CALL 2 course at seventh semester in
year 2015 – 2016 and the researcher also gave score to students’ written
39
The researcher collected the data from 63 students who took CALL 2
Course at seventh semester in English Teacher Education Department in year
2015 – 2016 and the researcher directly asked the students’ writing comment
that they get in CALL 2 course to the lecturer of the classes. The students in
this course have to share their ideas by writing comment or opinion in every
topic that already available on Schoology in weekly discussion. Therefore,
the researcher is quite curious to get research in this case, what are the
students’ ability to write logical reasoning as reflected on students’ opinion
on Schoology’s comment.
After the researcher got the data, the data was analyzed by the
researcher by using assessment rubric that was prepared before. Then, the
researcher made conclusion about the students’ ability in writing logical
reasoning on Schoology’s comment.
D. Research Instrument
The instrument is important to find out the result of the research.
Therefore, the instruments should be prepared well. In this study, the
researcher used assessment rubric and document as the instrument of this
research.
40
This study used rubric to measure the students’ ability in writing
logical reasoning as reflected on students’ opinion on Schoology’s
comment in particular topics in CALL 2 course that was adopted from
Bradley H. Dowden Logical Reasoning, Marzano, Robert J. (2000).
Transforming Classroom Grading. Alexandria, VA: Association for
Supervision and Curriculum Development. Then, the researcher adopted
the assessment rubric from Silvia Rosenthal
Tolisano-Langwitches-Globally Connected Learning. Learning About Blogs FOR your Students:
Quality writing rubric based on Andrew Churches Bloom’ Taxonomy
Commenting Rubric & Kim Cofino’s & University of Wisconsin’s
Blogging Rubric. The last, the researcher adopted the assessment rubric
from Blog Commenting Rubric, Modified from Ministry of Education
Performance Standards Devon Stokes-Bennett. Those rubrics have
elements that was used in analyzing the students’ ability in writing logical
reasoning but the researcher only used some elements from that rubric in
analyzing the students’ ability in writing logical reasoning on students’
opinion on Schoology’s comment in particular topics in CALL 2 course at
State Islamic University of Sunan Ampel Surabaya. The elements are: (1)
The ability in writing thesis statement in the introduction, in this case
contains well-defined and thorough explanation about the topic, the
41
critical aspects about the topic. (2) The body, that is the students’ ability
in showing and supporting opinion with relevant evidence, in this case
opinion should be logic and thoughtful, supporting opinion with examples
or link concrete and detailed. (3) For meaning ability (ideas &
information), the reasoning is easy to follow and understandable by using
familiar words, and the comment has to relate to and add insight to the
post. (4) The ability in writing conclusion, in this case conclude the
opinion, restates the opinion with different words, summarizes key points,
and underscore the importance of the opinion, and (5) The respond
ability: responds respectfully from others’ opinion by giving appreciation
using humble & polite words, and using emoticons. See appendix
2. Document
Document is the data in which the researcher got the information about
the students’ written comment in particular topic on Schoology. The students
already wrote the comment during the semester in year 2015-2016 in CALL 2
course. The researcher took the students’ written comment in three topics to
answer the research question in this study. The first topic is “Netiquette”, the
second topic is “Technology in Education”. And the last topic is about
42
E. Data and Source of Data
Data are the most important thing in conducting this research. It
contains many necessary information. In conducting research of the students’
ability to write logical reasoning as reflected on students’ opinion on
Schoology’s comment, the data and source of the data of this research is the
students’ writing opinion on Schoology’s comment.
F. Data Analysis
In this study, the researcher collected and analyzed the data based on
the data collection technique which is document of students’ writing
comment focusing on logical reasoning in particular topics on Schoology.
After that, the researcher summarized the findings, and then the researcher
presented the data descriptively by drawing a conclusion.
This study used descriptive qualitative in analyzing the data. The
researcher analyzed the students’ ability in writing logical reasoning as
reflected on students’ opinion on Schoology’s comment. The researcher used
assessment rubric instrument in analyzing the students’ ability in writing
43
analyzing the students’ ability in writing comment focusing on logical
reasoning that was adapted from the theory of Miles and Huberman:38
Chart 3.1
Component of Data Analysis: Interactive Model
Data
Before analyzing the data, knowing and understanding the data are
important because by knowing and understanding the data, it makes the
researcher feels easy in analyzing the data. According to Taylor and
Marcus, they state that “good analysis depends on understanding the data. For qualitative analysis, this means you read and re-read the text. Write down any impressions you have as you go through the data, these impressions may be useful later”. It means that knowing and understanding the data first can help the researcher in analyzing the data.
38
44
In this research, the researcher read repeatedly the students’ opinion to
know and understand the data well in order to be able to analyze the data
easily.
2. Data reduction (focus)
Data reduction involves the process of selecting, transcribing, and
translating the raw data obtained in data collection.39 In selecting the
data, the researcher only took the relevant data. The relevant data were
about the students’ ability in writing comment focus on logical reasoning
on Schoology’s comment. The abilities are focus on: (1) The ability in
writing thesis statement in the introduction, (2) The ability in showing
and supporting opinion with relevant evidence in the body, (3) The
ability in meaning (ideas & information), (4) The ability in writing
conclusion, and (5) The respond ability. The researcher reduced the
irrelevant data such as the grammatical constructions, sentence structure,
punctuation, and capitalization. All the data selected were transcribed in
form of description or written form.
39
According to Alice, “data display is referred to the process of
organizing and arranging the selected, transcribed, and translated the data
in the form.40 In displaying the data of qualitative research, there are
some forms that can be used by the researcher. They are table, graphic,
phi chart, pictogram, and brief description.41 In displaying the data, the
researcher discusses and describe the data finding “what are the students’
ability to write logical reasoning as reflected on students’ opinion on
Schoology’s comment” in description and table.
4.
The last process of analyzing the research data is conclusion
drawing. In this process, the researcher drew the conclusion based on the
finding and the discussion of the findings.
40
Alice. “An Analysis of Feedback on Students’ Lesson Planning at Microteaching Class of English Education Department UIN Sunan Ampel Surabaya” (Thesis, State Islamic University, 2014), p. 68-69.
41
46
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents data analysis and discussion of findings in order to
answer the question in the research problem. In finding, the researcher discusses and
describes the process and the steps of collecting data and data finding. Then in
discussion, the researcher concludes the finding of the students’ ability to write
logical reasoning as reflected on students’ opinion on Schoology’s comment in
CALL 2 course at UIN Sunan Ampel Surabaya.
A. Research Finding
After the researcher analyzed the data using assessment rubric, the
researcher presents and displays the result clearly in this research finding.
The researcher displays the result in table form clearly. The researcher got
sixty three students’ opinion in each topic, and there are three topics in this
study. So, the researcher analyzed 189 students’ opinion on Schoology by
using assessment rubric. The result of the analysis is explained in the table
4.1 of recapitulation of the students’ ability to write logical reasoning as
reflected on students’ opinion on Schoology’s comment.
47
Topic 1
No. Students’ Ability Score
1 2 3 4
5 Students’ respond ability
20 students 5 students 13 students 17 students
Topic 2
No. Students’ Ability Score
1 2 3 4
5 Students’ respond ability
17 students 18 students 13 students 10 students
Topic 3
No. Students’ Ability Score
