(A Quasi Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in
Academic Year 2015/2016)A THESIS
Submintted to the Faculty of Teachers Training and Education Makassar Muhammadiyah University in Partial Fulfillment of Requirements the Degree of Sarjana Pendidikan in
English Department
ILMADDIN 10535 3908 09
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
LEMBAR PENGESAHAN
Skripsi atas nama ILMADDIN, NIM : 10535 3908 09 diterima dan disahkan oleh panitia ujian skripsi berdasarkan Surat Keputusan Rektor Universitas Muhammadiyah Makassar Nomor: … Tahun 1436 H/2015 M, sebagai salah satu persyaratan guna memperoleh gelar Sarjana Pendidikan pada Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan pada hari Sabtu tanggal 26 Muharram 1435 H/16 September 2015 M.
Makassar,
PANITIA UJIAN:
1. Pengawas Umum : Dr. H. Irwan Akib, M.Pd. (…………..….) 2. Ketua : Dr. A. Sukri Syamsuri, M.Hum. (…………..….) 3. Sekretaris : Khaeruddin, S.Pd., M.Pd. (…………..….)
4. Penguji : 1. ……… (…………..….)
2. ……… (…………..….)
3. ……… (…………..….)
4. ……… (…………..….)
Disahkan Oleh
Dekan Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar
Dr. A. Sukri Syamsuri, M.Hum.
NBM: 858 625
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Nama : Ilmaddin
NIM : 10535 3908 09
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi :
Teaching Writing Procedure Text through
Kompasiana Blog (A Quasi Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016)
Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, September 2015 Yang Membuat Pernyataan
Ilmaddin 10535 3908 09
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Nama : Ilmaddin
NIM : 10535 3908 09
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Teaching Writing Procedure Text through
Kompasiana Blog (A Quasi Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, September 2015 Yang Membuat Pernyataan
Ilmaddin 10535 3908 09
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Motto
“Cintailah apa yang anda geluti. Dengan begitu, pekerjaan berat akan terasa ringan.
Pekerjaan yang bertumpuk akan terselesaikan jua”
“I dedicated my thesis to someone who
looking for knowledge”
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In the name of Allah, Most Gracious, Most Merciful
Alhamdullilah robbil ‘alamin, the researcher is grateful for all the bounties that Allah SWT has showered on one which enabled him to complete this thesis.
Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed the human life.
The researcher realizes that many hands have given their helps and useful suggestion for the completion of this thesis. Without the assistance of these people, this thesis would never have existed. Therefore, the researcher would like to express his appreciation and sincere thanks to all of them particularly:
1. Dr. Irwan Akib, M.Pd, the rector of the Muhammadiyah University of Makassar
2. Dr. A. Syukri Syamsuri, M. Hum, the dean of teacher training and education faculty.
3. Erwin Akib, S.Pd, M.Pd, the head of English Education Department of FKIP Muhammadiyah University of Makassar.
4. High appreciation and great thankfulness are due to consultant Dr.
Syamsiarna Nappu, M.Pd and Erwin Akib, S.Pd, M.Pd. who have given
their valuable time and guidance to finish this thesis.
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University of Makassar for their guidance during the years of the researcher study.
6. My deep appreciation for the headmaster of SMK Negeri 3 Makassar, Drs. Daru Pranoto, English teacher of SMK Negeri 3 Makassar (Dra.
Rosmiati and Salmawati Z, S.Pd) and all the students, especially for TKJ 1 and TKJ 2 class in academic year 2015/2016 who have spared their time and activities for being subject of this research.
7. The researcher would like to express his deepest and affectionate thank to his parents, Drs. La Kandari and Kamriah, his beloved younger sisters Nurnaningsih and Astuti and his beloved brothers Midar Ahmad and Didin Hidayat for their prayers, unfailing love, sacrifice and continual understanding. Love them as always.
8. Thanks to Sugeng Alfarabi, S.Pd, who have given their time, guidelines, and patient, especially during the researcher arranging this thesis.
9. Thanks to all his friends in C class of EDSA 09 and the big family of EDSA.
Makassar, Februari 2016
The Researcher
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the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016 (A Quasi Experimental Research), the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, (guided by Syamsiarna Nappu and Erwin Akib).
The objective of the research is to find out the effectiveness of
Kompasiana Blog in writing procedure text. This research used quasi
experimental method in pre-test and post-test design. The population of the
research was the eleventh grade students of SMK Negeri 3 Makassar. The
researcher applied random sampling technique. The number of sample was 26
students. The research variable were teaching writing procedure Kompasiana Blog
through Kompasiana Blog by as independent variable and writing procedure text
of the students as dependent variable. The result of the data analysis indicated that
there was significant improvement in the students writing procedure text after
being taught through Kompasiana Blog. It was proved by the result of the
statistical analysis of the level of significant 0.05 with degree of freedom (df= n-1,
26-1= 25). Indicated that the t-test value was -5.05 while table was 2.060 where -
5.05<2.060 adjectives. The improving writing procedure text ability of the
eleventh grade student of SMK Negeri 3 Makassar was effective after taught
through Kompasiana Blog. The researcher assumes Kompasiana Blog improving
the students’ writing procedure text ability. They were enthusiastic and interested
in their learning.
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COVER PAGE ... i
APPROVAL SHEET ... ii
CONSELLING SHEET ... iii
SURAT PERNYATAAN... iv
SURAT PERJANJIAN ... v
MOTTO... vi
ABSTRACT ... vii
ACKNOWLEDGEMENT ... viii
LIST OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF GRAPHICS ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION A. Background ... 1
B. Problem Statements ... 2
C. Objective of the Study ... 3
D. Significance of the Study ... 3
E. Scope of the Study... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Some Previous Research Findings ... 5
B. Some Pertinent Ideas ... 7
xi CHAPTER III RESEARCH METHOD
A. Research Design ... 33
B. The Variables and Indicators ... 34
C. Research Subject ... 34
D. Research Instrument ... 35
E. Procedure of Data Collection ... 35
F. Procedure of Data Analyze ... 36
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ... 41
B. Discussion ... 52
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 61
B. Suggestion ... 62
BIBLIOGRAPHY APPENDICES
CURRICULUM VITAE
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Table 4.1 The Frequency for Grammar in Experimental Group ... 41
Table 4.2 The Frequency for Grammar in Control Group ... 42
Table 4.3 The Frequency for Vocabulary in Experimental Group ... 43
Table 4.4 The Frequency for Vocabulary in Control Group ... 45
Table 4.5 The Frequency for Menchanics in Experimental Group ... 46
Table 4.6 The Frequency for Menchanics in Control Group ... 48
Table 4.7 The Frequency for Fluency in Experimental Group ... 49
Table 4.8 The Frequency for Fluency in Control Group ... 51
Table 4.9 The Frequency for Form in Experimental Group ... 52
Table 4.10 The Frequency for Form in Control Group ... 54
Table 4.11 Mean Score and Standard Deviation ... 55
Table 4.12 The T-test of Students’ Achievement ... 56
Table 4.13 The Raw Score of the Students’ in Experimental Group ... 67
Table 4.14 The Raw Score of the Students’ in Conrol Group ... 68
Table 4.15 The Raw Frequency and distribution score in Experimental Group ... 69
Table 4.16 The Raw Frequency and distribution score in Control Group ... 70
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Graphic 4.1 The Differences for Grammar in Experimental Group ... 42
Graphic 4.2 The Differences for Grammar in Control Group ... 42
Graphic 4.3 The Differences for Vocabulary in Experimental Group ... 45
Graphic 4.4 The Differences for Vocabulary in Control Group ... 46
Graphic 4.5 The Differences for Mechanics in Experimental Group ... 47
Graphic 4.6 The Differences for Mechanics in Control Group ... 49
Graphic 4.7 The Differences for Fluency in Experimental Group ... 50
Graphic 4.8 The Differences for Fluency in Control Group ... 52
Graphic 4.9 The Differences for Form in Experimental Group ... 53
Graphic 4.10 The Differences for Form in Control Group ... 55
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Appendix 1 The Instruments of Pre Test ... 71
Appendix 2 The Instruments of Post Test ... 72
Appendix 3 The Mean Score for Experimental and Control Group ... 77
Appendix 4 Standard deviation of experimental class and control class ... 78
Appendix 5 The Significance Different ... 80
Appendix 6 The Distribution of t-Table ... 82
Appendix 7 The Documentation of the Study ... 83
Appendix 8 Lesson Plan ... 91
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CONSELLING SHEET
Name : ILMADDIN
Reg. Number : 10535 3908 09
Title :
Teaching Writing Procedure Text through Kompasiana
Blog (A Quasi Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016)
Consultant I : Dr. Syamsiarna Nappu, M.Pd
Day/Date Chapter Note Sign
Makassar, 2015 Approved By.
Head of English Education Department
Erwin Akib, S.Pd, M.Pd.
NBM : 860 934
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CONSELLING SHEET
Name : ILMADDIN
Reg. Number : 10535 3908 09
Title :
Teaching Writing Procedure Text through Kompasiana
Blog (A Quasi Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016)
Consultant I : Erwin Akib, S.Pd., M.Pd.
Day/Date Chapter Note Sign
Makassar, 2015 Approved By.
Head of English Education Department
Erwin Akib, S.Pd, M.Pd.
NBM : 860 934
CHAPTER I INTRODUCTION
A. Background
Writing is one skill in communication. Writing is an activity stringing letters, words, sentences, and paragraphs into a meaningful writing and relating to one another. Writing is an activity to communicate ideas, thoughts, or opinions to others. Writing has various purpose. Writing became a way to transfer knowledge to the public. We write to explore our thoughts and emotion, to express ourselves, to entertain, or persuade an audience of something.
Writing is defined by Byrne in Wahyuni (2011:1) as producing graphic symbols in forms of letters or combination of letters which relate to the sound of human being. Byrne adds that writing is clearly much more than the production of graphic symbol. The symbol have to be arranged according to certain conventions to form word and words have to be or even a number of unrelated sentences.
People produce a sequence of sentences arranged in particular order and linked together in certain ways. The sequence may be short but because of the way the sentences have been put in order and linked together, they form a coherent whole a text.
As a teacher, teaching writing is not an easy job. In the classroom activity, writing is not easy for students of Vocational High School (SMK). Sometimes the students get difficult to write because they are fear to make mistakes. Byrne
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(1988: 4), states that, there are three problems which are caused difficulties in writing, those are, psychological, linguistic, and cognitive.
Further, in curriculum of eleventh grade of vocational high school, one kind writing is procedure text. Procedure text means the text that explains how to do or make something. By writing text procedures, students are trained to think and then put the ideas into a readable writing. On the other hand, text procedure can add knowledge to understand the process of making something. Clouse (2004:233) states that, procedure text are important because can add our knowledge, satisfy our curiosity, and help us appreciate the complex or interesting processes.
All this time, teaching procedure text implemented in conventional way.
After reading some benefits of using blog in learning writing, the researcher thinks that it is interested to try. Therefore, researcher would like to implement teaching writing procedure text through blog.
Based on the researcher‟s observation, the researcher chose SMK Negeri 3
Makassar to conduct the research. Researcher would like to take this school for
see the impact teaching writing by blog. The writer hope that this method can give
the better impact to teach writing in the classroom, especially for teaching
procedural text itself. The researcher took a title “Teaching Writing Procedure
Text Through Kompasiana Blog on the Eleventh Grade of SMK Negeri 3
Makassar”.
B. Problem Statements
Relating to the background above, the researcher formulates research questions as follows:
1. What is students‟ ability in writing procedure text before using Kompasiana Blog?
2. What is students‟ ability in writing procedure text after using Kompasiana Blog?
C. Objectives of the Study
Based on the research questions above, the objectives of the research are to find out:
1. Students‟ ability in writing procedure text before using Kompasiana Blog.
2. Students‟ ability in writing procedure text after using Kompasiana Blog.
D. Significance of the Study
It is expected that this study has significant relation to English teaching learning process. Practically, this study will show whether or not the use of Kompasiana Blog improves students‟ skill in writing procedure text. Then, theoretically, the interest in studying the technique of teaching writing using blog has a feedback to both students and teachers in helping students to improve their writing skill.
In conclusion, for the teacher, by reading the result of this study then can
find a new technique to improve their teaching skill in enhancing students‟ skill in
writing procedure text. Then, for the students, by reading the result of this study, they can improve their skill in writing procedure text.
E. Scope of the Study
Scope of the research is limited to the teaching of writing procedure text
through Kompasiana Blog at the eleventh grade of SMK Negeri 3 Makassar.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Some Previous Research Findings
The researcher would like to present the review of the related literature and some previous of the research relating to the title of this study describing the concept of writing, definition of Kompasiana Blog, the concept of procedure text, theoretical framework and hypothesis and what have been shown are as follows as:
1. Boas (2011) in his journal, Process Writing and the Internet: Blogs and Ning Networks in the Classroom, found that web-based social
networking tools offer excellent opportunities to conduct the pre- writing, drafting, peer review, and revising steps of the writing process. In addition to developing important writing and other skills in English and learning to work collaboratively on projects, using the Internet for English as a Second Language/English as a Foreign Language (ESL/EFL) instruction also advances students‟ digital literacy. When writing about topics that are relevant to their needs and interests, students are respond enthusiastically and work collaboratively to craft written work in the types of genres that will benefit them in their academic pursuits and subsequent careers.
2. Arslan and Kizil (2010) in his journal: How Can the Use of Blog Software Facilitate the Writing Process of English Language
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Learners? found that blog-integrated writing instruction might have
resulted in a greater improvement in students‟ writing performance than merely in-class writing instruction. The study therefore support the conclusion that English as a Foreign Language practitioners‟ use of blog software has potential to promote more effective writing instruction.
3. Zhang (2010) in his journal: The Application of Blog in English Writing, found that blog is an effective tool for students to improve
English writing on the basis of the general observation of features and its application in education. Then it further described the influences of using blog for students in English writing. Zhang‟s journal also discussed how to engage students‟ reflective learning in English writing through the blog. There are also suggestions for the research on blogging and its potential for its pedagogical application to education, especially the teaching of English writing.
4. Hamim (2011) has done his research at SMA Negeri Sukamaju Luwu Utara. He found that the visual material is effective and it can improve writing skill of the student.
In the research above, the similarities are blog can be used in teaching of
English writing. The researcher assumed that teaching writing in blog is able to
improve writing skill of students. Besides that, there are differences about kinds of
the blog. Those are private blog and social blog. In this thesis, the researcher
would like to write social blog.
B. Some Pertinent Ideas 1. The Concept of Writing a) Definition of Writing
There are many resources that have pointed out some definition about writing. Based on the Oxford Dictionary, writing is activity or occupation of composing text for publication. Concisely, writing ability is the skill to express ideas, thoughts, and feelings to other people in written symbols to make other people or readers understand the ideas conveyed. There are understanding of writing from the experts:
(1) Gebhard (1996:222) argue that writing is process of creating an idea and express the meaning in written-form.
(2) According to Oshima and Hogue (1997:2) states writing is developing of the activity. It means that when we want to write down for the first time, we should know about what will we want to write.
(3) Byrne (1980:14) states that writing is the act of forming. Graphic symbols, that is letter or combination of letter in which relate, to the sounds when the writers make in speaking in their sense, the symbols have to be arranged according to certain contention to form word and words have to be arranged to form sentence.
(4) Richard, (1997:98) states that writing is a way of expressing thought
from mind to printing materials. We can state that writing is a kind of
activity where writer puts all the ideas in her mind to a paper from
words to sentences, sentences to paragraph to essay.
(5) According to Harmer (2006:79-80), writing is a basic language skill, as important as speaking, listening and reading. Students need to knowhow to write letters, how to put written reports together, how to replyadvertisement and increasinglyhow to write using electronic media. Inbrief, the most recording of ours is in writing form.
Based on the definitions above, the researcher can conclude that writing is a way that used to express our idea or opinion into written form so it can become utterance.
b) The Importance of Writing
There are a lot of reasons why writing is important. Some of them stated by Heaton in Muhaera (2012) below:
(1) Writing is a tool for discover, we stimulate our tough process by the act writing into information and image we have our unconscious mind.
(2) Writing generates new ideas by helping us to make connection and relationship.
(3) Writing helps us to organize our ideas. We can arrange them in coherent form.
Besides that, according to Byrne (1988:6), writing serves a variety of pedagogical purposes, those are:
(a) The introduction and practice of some form of writing enables us to
provide for different learning styles and needs.
(b) Written work serves to provide the learners with some tangible evidence that they are making progress in the language.
(c) Exposuring to the foreign language through more than medium, especially if skills are properly integrated, appears to be more effective than relying on a single medium alone.
(d) Writing provides variety in classroom activities, serving as a break from oral work.
(e) Writing is often needed for formal and informal testing.
c) The Characteristic of Good Writing
Teaching of writing is directed to have a good result of writing. There are some characteristics of the good writing which stated by Adelstein and Prival in Susanti (2010) as follow as:
(1) Good writing reflects the writers‟ ability to use the appropriate voice.
Even though all good writing convey the sounds of someone talking else, the voice heard though the writing must also suit purpose and audience of the occasion.
(2) Good writing reflects the writers to organize the material into coherent whole so that in moves logically from a central, dominant idea to the supporting points and finally to a consistent ending conveying to the reader sense of a well thought out plan.
(3) Good writing reflects the writers‟ ability to writer clearly and
ambiguously to use sentence structure, language, for example so that
one possible meaning is the writers‟ intended one.
(4) Good writing reflects the writers‟ ability to write the reader interesting in the subject and to demonstrate a thought and sound understanding of it.
(5) Good writing reflects the writers‟ ability to citizen the first draft and receive it.
d) The Process of Writing
According to Langan (2005:23), the process of writing divided into several steps, those are:
(1) Pre writing
Buscemi (2005:24), prewriting is the stage in which you gather information (details) about your subject. It can take three forms:
(a) Recording what writer already know through observation, reading, or experience.
(b) Interviewing people knowledgeable about writers subject.
(c) Researching writers subject in books, magazines, newspapers, journals, pamphlets, films, and electronic media such as CD-ROMs and the internet.
Pre writing divided into several steps, those are:
(a) Free Writing
Buscemi (2000:9) defines free writing is the process of writing nonstop for five or ten minutes by recording facts and ideas just as they pop into writers mind.
Free writing means jotting in rough sentences or phrases everything that
comes to mind about possible topic. See if writer can write nonstop for ten
minutes of more. Do not worry about spelling of punctuating correctly, about erasing mistakes, about organizing material, or about finding exact words. Instead, explore an idea by putting down whatever pops into your head. If writer get stuck for words, repeat until more words come. There is no need to feel inhibited, since mistakes do not count and you do not have to hand in your free writing.
Elbow and Belanoff (2000:6), free writing means writing privately and writing without stopping. Just write whatever words come to writer mind or whatever writer want to explore at that moment. Do not worry about whether writers writing is any good or even whether it makes sense. Do not worry about spelling or grammar. If writer can not think of the word writer want, just put in a s squiggle. Keep on writing and see what comes.
According to Elbow and Belanoff (2000:15) free writing be helpful in writing because:
(1) Writing is usually judged or even graded, but free writing is not.
(2) Writing usually means thinking about spelling and grammar, but in free writing you can put all that out of mind.
(3) Writing supposed to make sense, but free writing can be incoherent of nonsensical.
(4) Writing is supposed to stay on one topic and be organized, but free writing can jump all over the place.
(5) Writing is usually of an audience, but free writing is private. Thus free
writing is even safer than speaking, since we almost never speak
except when someone‟s listening.
(6) Writing is usually supposed to be more important and dignified and better than speech.
(b) Questioning
In questioning, writer generate ideas and details by asking questions about your subject. Such questions include why, when, where, who, and how? As many questions as writer can think of.
(c) Making a List
In making a list, also known as brainstorming, writer collect ideas and details that relate to writers subject. Pile these items up, one after another, without trying to sort out major details from minor ones or trying to put the details in any special order. Writers goal is just to make a list of everything about writers subject that occurs to writer.
(d) Diagramming
Clustering, also known as diagramming or mapping, is another strategy that can be used to generate material for a paper. This method is helpful for people who like to do their thinking in a visual way. In clustering, writer use lines, boxes, arrows, and circles to show relationships among the ideas and details that occur to you.
Begin by stating writers subject in a few words in the center of a blank sheet of paper. Then, as ideas and details come to you, put them boxes or circles around the subject and draw lines to connect them to each other and to the subject.
Put minor ideas or details in smaller boxes or circles and connecting lines to show
how they relate as well.
Keep in mind that there is no right or wrong way of clustering or diagramming. It is a way to think on paper about how various ideas and details relate to one another.
(e) Preparing a Scratch Outline
A scratch outline is an excellent sequel to the first four prewriting techniques. A scratch outline often follows free writing, questioning, list-making, or diagramming; or it may gradually emerge in the midst of these strategies. In fact, trying to make a scratch outline is a good way to see if writer need to do more prewriting. If writer cannot come up with a solid outline, then writer know writer need to do more prewriting to clarify writers main point or its several kinds of support.
In scratch outline writer think carefully about the point you are making, the supporting items for that point, and the order in which you will arrange those items. That scratch outline is a plan of blueprint to help you achieve a unified, supported, well-organized composition.
According to Dietsch (2006:11), the first stage of writing is simply setting forth ideas in whatever shape or form that is handy for you-fragments, lists, sentences, or clusters. The purpose of prewriting is to capture and preserve ideas.
McCrimmon (1963:48), explain the four uses of an outline, those are:
(1) It helps a writer to clarify his purpose and organize his material to
achieve that purpose. In practice, most of us often begin to outline
before we fully understand what we want to do. We use the outline as
a tool to help us clarify our thoughts, somewhat as a housewife finds out how she wants the furniture arranged by moving it about the room.
(2) It offers convenient way of testing a proposed organization (3) It occasionally serves as a complete communication in itself (4) It may be used as an aid to efficient reading
(2) Writing a First Draft
According to Elbow and Belanoff (2000:150), Drafting is essentially whatever writer do first when writer begin work on a piece or writing. Some writers make list; others do some from of clustering; still others do lots of free writing. While drafting, writers do not need to worry about paragraphing and transition or spelling.
When write a first draft, do not worry yet about grammar, punctuation, or spelling. Writer do not want to take time correcting words or sentences that reader may decide to remove later. Instead, make it your goal to state your thesis clearly and develop the content of your paper with plenty of specific details. (Langan, 2005:23).
According to Dietsch (2006:11) while drafting writer transform ideas into
sentences in a semi organized manner. Here the purpose is to let your ideas
develop, expand, and form connections. Drafting is primarily a stage of discovery
and exploration. In addition, according to Haynes (2010:70), drafting is the
process that generates most text. It is tempting to think of it as the real work of
writing.
(3) Revising
Revising means rewriting a paper, building on what has already been done, in order to make it stronger. This was confirmed by Dietsch (2006:11). Dietsch wrote, although revision is classified as the third stage of writing, it is ongoing- recurring whenever needed. During revision writers global is to rethink ideas, refine them, and develop them. Writer may drastically reorganize the draft.
During this time, writer reshape ideas-expanding, deleting, and clarifying.
According to Elbow and Belanoff (2000:153), there are three levels of revising.
(a) Reseeing or rethinking (b) Reworking and reshaping (c) Copyediting of proofreading (4) Editing
After writer have revised the paper for content and style, the writer are ready to edit-check for an correct-errors in grammar, punctuation, and spelling.
According to Dietsch (2006:11), this final stage requires examining ideas, details, words, grammar, and punctuation-attending to matters within each sentence. Here the emphasis is on accuracy, correctness, and clarity.
e) The Component of Writing
Heaton in Muhaera (2012) states that the components of writing into five areas, namely:
1) Content/Fluency
The content or fluency of writing should be clear to readers so that the reader can understand the massage convened and gain information form. In order to have a good of contain of writing, its context should be well unified and completed. This term is usually known as unity and completeness, which become the characteristics of the good writing.
1) Form
In form of the writing concerns with the ways through writer arranges and organizes the ideas order massage in the writing. There are many ways used by the writers to organize of arrange the writing. This form is mainly recognized as order.
a) Chronological Order
This type or form is commonly used in the narration and exposition; it deals the events with the process that is described from beginning to the end.
b) Order of Importance
This type of form is a way of organizing supporting details according to their importance. When a writer arranges details in this way, how star the least important ones or he may start it with the least important one s and then process to the most ones.
f) Teaching Writing
Byrne (1988:21), explains about general principles for teaching writing. Those
are:
1) Focus on Accuracy
Mistakes show up in written work and not unnaturally come to be regarded as a major problem. It was assumed that students made mistakes because they were allowed to write what they wanted.
Therefore, accuracy-oriented stressed the importance of control in order to eliminate the student from written work. Students are taught how to write and combine various sentence types.
2) Focus on Fluency
This approach encourage students to write as much as possible and as quickly as possible without worrying about making mistakes. The important thing is to get one‟s ideas down on paper. In this way students feel that they are actually writing, not merely doing exercises of some kind. But students write what they want to write and consequently writing is an enjoyable experience.
3) Focus on Text
This approach stresses the importance of the paragraph as the basic unit of written expression and is therefore mainly concerned to teach students how construct and organize paragraph. It uses a variety of techniques, singly and in combination, such as:
a) Forming paragraphs from jumbled sentences;
b) Writing parallel paragraphs;
c) Developing paragraphs from topic sentences (with or without cues)
4) Focus of Purpose
Writing allow students to write purposefully.
Byrne (1988:22), states that after selecting the appropriate writing activity, the teacher should pay attention to this:
a) Decide how to present the activity to the class
It will help to do a certain amount of writing with the student. This is especially useful for the type of activity, where the students are learning something new. In particular, it also provides an opportunity to discuss alternative answer, reason for certain choices and so on. On a simple level, teacher can thus begin to demonstrate that writing is a thinking process.
b) Prepare the students orally
This should be regarded as a standard procedure for writing activities in the early stages (and later when introducing any new type of activity).
c) Decide how the writing task should be carried out
An activity may be done individually, in pairs of in small groups.
Collaboration on a task, for example, will help to reduce the feeling of isolation. Students also tend to get more involved in an activity if they are allowed to talk about it together rather that sit in silence.
Some activities may be begun in pairs or in groups but concluded
on an individual basis. In the early stages it would seem
appropriate to allow many of the tasks to be done collaboratively
except when feedback on individual progress is needed.
d) Decide on correction procedures
It is not essential of even desirable to examine everything the students write, although many students will want to have their work looked at. This helps to train students to look at written work critically and will help students to view their own work in the same way at a later stage in the course. Work can also of course be discussed on a class basis and the students asked to make their own corrections.
2. The Concept of Procedure Text a. Definition of Procedure Text
Dietsch (2006:152), states that a process or commonly called procedure text is a series of steps, stages, phrases, or natural changes, that lead to a result. In process analysis, writer describe or explain a series of action, operations, of changes that occur. A procedure text may explain how to do something, how a condition develops, how an organism grows, or how a phenomenon evolves. For clarity, explain the process in the order that changes/events normally occur. Some processes require one certain order; others can be done in more than one way.
According to Lannon (1988:310), a procedure text is a series of actions or changes leading to a product of result. A procedure is a way of carrying out a process. Writers explain procedures and processes as a way of answering these two question for readers:
1) How do I do it?
2) How does it happen?
Pardiyono in Susanti (2010), states that procedure text is a text which explains how something to be done in sequence steps. This text explain the steps which have to be done well and write in into procedure text. The keyword for this text is, “what needs to be done? or what should I do?”.
NurAfiah in Susanti (2010), explained procedure text is that tells sequential steps of how something is created, operated, or done intentionally.
A procedure text is a designed to describe how something is achieved through a sequence of actions or steps. This text uses the simple present tense, often the imperative sentence. It also usually use the temporal conjunction, such a first, second, then, next, etc. it will give a step-by-step guide so that the students can achieve a specific goal. Writing procedures can be either written or oral and procedure text usually helps to:
1) Make something, such as a recipe for cake
2) Use something, such as a manual on how to use a DVD player 3) Do something, such as how to play soccer or get to the park
Written procedures often have images of diagrams to help the reader understand the procedure. Oral procedures, such as a television cooking programmer, usually show the steps of the procedure while the presenter is talking.
According to Lannon (1988:312), many of today‟s readers are image- oriented. Well-chosen visuals in a set of instructions help keep words to a minimum and enable readers to picture what to do.
b. The Structure of Proceure Text
According to Dietsch (2006:154) there are transition in Process Analysis.
A transition is a word, phrase, sentence, of paragraph that connect ideas or informs the reader of what is ahead. Transitions indicate shifts of meaning and relationship of time, location, sequence, similarity or difference, certainty or un- certainty.
For process analysis, use transitions that indicate chronological order.
Distinguish between major and minor steps. For major steps, use numerical transition (first, second, third, and so forth). For sub steps, use other transitions of time, such as then or next.
According to Pharr and Buschemi (2005:246), there two types of process analysis which have an instructional purpose and informative purpose:
1) Self-help
2) Product direction
According to Pharr and Buschemi (2005:263), when writing a process analysis, a writer may choose a topic that leads reader to write an instructional (how to) essay, or writer may prefer the informational approach, in which reader show how a significant process works. Furthermore, Buschemi suggest three issues to be considered:
1) Audience analysis
Before begin to write any kind of process analysis, writer need to consider
how much writer can expect the audience to know about the process that
writer is analyzing. The answer to this question will determine both how
writer plan the essay and how much explanatory information writer will need to include.
2) Language level
3) Beside think about the audience is likely to know, writer also need to think about the kind of language to use in the essay.
4) Voice
In an instructional process analysis, the writer is addressing a specific you:
the reader. Using you is appropriate in this situation. On the other hand, an informational process essay does not tell the reader how to perform a process, so the use of you should usually be avoided in such writing.
3. The Concept of Blog a) Defenition of Blog
According to Campbell (2003:1), blog can be thought of as an online
journal that an individual can continuously update with his or her own words,
ideas, and thoughts through software that enables one to easily do so. Unlike a
standard website, weblog entries are made by typing directly into the browser and
with the click of a button are instantly published on the internet. All basic
document formatting, like spacing, bold, italics, underline, and creating links,
requires no knowledge of Hyper Text Markup Language (HTML) or File Transfer
Protocol (FTP), so that anyone who can type, copy, and paste can create and
maintain a weblog.
Furthermore, a weblog is interactive, in the sense that readers can respond to any given entry with a comment and even threaded discussions can take place depending on the software chosen.
According to McLeod‟s (2001:152), blog can help students explore and assimilate new ideas, create links between the familiar and the unfamiliar, mull over possibilities, and explain things to the self before explaining them to others.
b) Types of Blog
According to Campbell (2003:1-3), three Types of blogs for use in English as a Second Language (ESL) classrooms:
(1) The Tutor Blog
This is a type of weblog that is run by the tutor for the learners. It serves the following purposes: It gives daily reading practice to the learners.
(a) It promotes exploration of English websites.
(b) It encourages online verbal exchange by use of comment buttons.
(c) It provides class or syllabus information.
(d) It serves as a resource of links for self-study.
(2) The Learner Blog
These are blogs that are either run by individual learners themselves or by small collaborative groups of learners. In ESL, learner blogs may be best suited for reading and writing classes. A common reading assignment can be followed by blog postings on the thoughts of each learner or group of learners.
Furthermore, the act of constructing the blog may encourage the use of
search engines and net surfing in English to find the appropriate sites to which
links can be made. This will empower the learner to direct the reader to sites of choice for further reading. Individually, blogs can be used as journals for writing practice, or as free-form templates for personal expression.
The idea here is that students can get writing practice, develop a sense of ownership, and get experience with the practical, legal, and ethical issues of creating a hypertext document. In addition, whatever they write can instantly be read by anyone else and, due to the comment features of the software, further exchange of ideas is promoted. Tutors can even run a mega-blog of select topics of interest gleaned from student blogs so that the broader issues are brought into focus on a single website.
(3) The Class Blog
This type of blog is the result of the collaborative effort of an entire class.
The following are some possible uses:
(a) In conversation-based classes it could be used like a free-form bulletin board for learners to post messages, images, and links related to classroom discussion topics. It could also be a space for them to post thoughts on a common theme assigned for homework.
(b) With intermediate and advanced learners, class blogs might also useful for facilitating project-based language learning, where learners can be given the opportunity to develop research and writing skills by being asked to create an online resource for others.
(c) Class blogs could also be used as a virtual space for an international
classroom language exchange. In this scenario, learners from different
countries would have joint access and publishing rights to the blog.
The entire exchange would then be transparent to all readers and could be followed and commented on by other learners, tutors, parents and friends.
(d) For reading and writing classes, it might also involve the use of knowledge management software.
c) Influences of Blog
According to Zhang (2010:5), the influences of using blog for students in English writing are:
(1) Facilitating the Students‟ Critical Thinking Skills
The students engaged in collaborative learning through their interactions with others which serves as a catalyst for critical thinking. Blogs foster critical thinking by encouraging students to evaluate what they read and write. Writing blogs offers students a way to improve their writing skills and encounter new ideas through interaction with other students. Blogs allow students to easily link to resources that support their assertions, and thereby encourage critical thinking.
(2) Providing Examples for Students to Model and to Learn
Publishing reflective commentaries on the Internet is an effective way for students to share each other‟s reviews. Not only will readership increase, when students see each other‟s works, they can learn from one another, thereby motivating them to produce better reviews
(3) Affecting the Students‟ Quality of Writing
The quality of writing is manifested in several ways. Some students who study English state that they are always aware of their audience, and, as a result, write with their audience in mind. They don‟t know whether they are right or wrong. The permanent nature of publishing online encourages students to pay more attention to the content and language in their blogs.
(4) Facilitating Meaningful Learning for Students
Blogging facilitates meaningful learning for the students because they explore other blogs and links to learn more about other countries, cultures, and the people who write to them. In foreign language classes, the benefits of blogs include language gains and furthering cultural understanding.
Some students even use blogs exchange different culture with some foreigners. By participating as active readers of blogs, students can gain the insider‟s perspective on various cultural topics, thus leading to better understanding of other cultures and what shapes them.
(5) Giving Students a Purpose for Writing
Blogs increase students‟ interest and ownership in learning. Students direct
their own learning about topics important to them, while receiving
feedback from others. Students take ownership in blogging activities by
actively searching for information. The use of blogs gives students chances
to participate in a community. They learn that posted content can be read
by people other than their teacher and classmates. The world can provide
encouragement or feedback on student writings. Students interact with an
authentic audience.
Zhang (2009:3) states rationale for using blog in education. There are numerous reasons for using blogs in education, such as:
(a) To provide a real audience for student writing (b) To provide extra reading practice for students (c) To increase the sense of community in a class (d) To encourage students to participate
(e) To create an online portfolio of student written work (Stanley, 2005).
The novelty factor creates student interest in starting to use blogs. It is claimed that blogs work best when learners get into the habit of using them. If learners are not encouraged, blogs can quickly be abandoned.
4. Kompasiana Blog
Kompasiana is a Kompas journalist blog. Kompasiana is a citizen media.
In Kompasiana, anyone can publish events, express opinions and ideas and aspirations of the channel in the form of text, images or audio and video recordings.
Kompasiana accommodate a variety of content from all walks of life from diverse cultural backgrounds, hobbies, profession, and competence. Kompasiana also involves journalists Kompas Gramedia and community leaders, observers and experts from various fields of expertise and disciplines to participate to share information, opinions, and ideas.
In Kompasiana, everyone is encouraged to become a citizen reporter who
on behalf of himself, experienced or reported events occurred in the vicinity. The
active involvement of citizens is expected to accelerate the flow of information and strengthen the foundations of democracy in the life of the nation.
Kompasianer (mention for a Kompasiana writer) also can express ideas, opinions, reviews and comments provided they do not violate the applicable regulations. Any content that aired on Kompasiana be kompasianer which placed responsibility.
In additional, Kompasiana provide space interaction and communication among members. Each kompasianer can make friends with other kompasianer.
They also can communicate via email, comments and other interactive features.
Netizen can register on www.kompasiana.com to be a Kompasianer. Once the registration process is complete, the user will get a personal blog. Without registration, the user can only read the content Kompasiana.
With a variety of features and interactive facilities that, Kompasiana that carries the spirit of sharing and inter connected (sharing and connecting.) Has become a social media. Canal on Kompasiana Blog consists of 14 item:
1) News
Contains information and news coverage of citizens results.
2) Politics
Contains writings and reportage citizens related to political issues.
3) Humanities
Contains writings in the field of humanities and social problems in
Indonesia, example: poverty and malnutrition.
4) Economy
Contains articles published on economic issues.
5) Entertainment
Contains writings relating to the world of entertainment, not to mention humor.
6) Sports
Various posts related to sports and the issues around it.
7) Lifestyle
Contains writing their reports, opinions, and criticism related to lifestyle.
8) Tourism
Contains writing experience and tips on travel and trip reports and features on a variety of attractions.
9) Health
Contains information coverage, experiences, tips, and opinions in the field of health and medical services.
10) Techno
Contains information and tips related tothe development of technology and science.
11) Media
Contains information, opinions, tips, and criticism surrounding the
development of journalism and mass media.
12) Green
Rubrics are intended for environmentalists and all people who care about environmental issues.
13) Fiksiana
This column holds various posts in genre fiction. Some kompasianer has recorded works that they publish in Fiksiana, either individually or collectively.
14) Lipsus
This columnis dedicated to reporting the citizens related events, moments,
or special events raised as a topic coverage by manager Kompasiana.
C. Conceptual Framework
INPUT Teaching Writing
PROCESS Procedure Text
A Quasi Experimental Research
Control Group Experimental Group
Pre-Test Pre-Test
Conventional (Using Picture Series)
Kompasiana Blog
Post-Test Post-Test
OUTPUT
Improvement of Students‟ Writing Procedure Text
1. Input : It refers to the material that was given in teaching process of writing procedure text through Kompasiana Blog.
2. Process : It refers to the implementation of Kompasiana Blog in teaching writing procedure text.
3. Output: The output of the students‟ in writing achievement.
D. Hypothesis
To find out the degree of freedom (df), the researcher used the following formula:
Df = N-1 (N = number of students)
Df = 26-1
Df = 25
There is two hypothesis of the research namely null hypothesis and alternative hypothesis.
1. Null Hypothesis (H
0): there is no significant difference of students‟ in writing before and after teaching the materials through Kompasiana Blog.
2. Alternative Hypothesis (H
1): there is a significant difference of
students‟ in writing before and after teaching the materials through
Kompasiana Blog.
CHAPTER III
RESEARCH METHODOLOGY A. Research Design
The design of this research was a quasi-experimental design with using two groups. One of the groups was treated as the experimental group while another group was treated as the control group. The groups did the pre-test, receive treatment, and did the post-test.
The treatment was conducted after pre-test. The pre-test was intended to find out the students‟ prior knowledge of English writing before giving the treatment, while the post-test is intended to find out the students‟ writing improvement after the treatment given. In this research, the test was used to test the significant difference.
The design is presented in the following table : Table 3.1 Research Design
Class Pre-Test Treatment Post-Test
E O
1X
1O
2C O
1X
2O
2Where :
E = experimental class C = controlled class O
1= pre-test
O
2=post-test
X
1= treatment by blogging in Kompasiana Blog
X
2= treatment by conventional method (Gay, 1981: 228)
33
B. The Variables and Indicators
This research has two different variables, namely independent variable and dependent variable:
1. Independent variable is writing in Kompasiana Blog 2. Dependent variable is students‟ procedure writing skill C. Research Subject
1. Population
The population of the research was all the eleventh grade of SMK Negeri 3 Makassar in the academic year of 2015-2016 which consisted of 12 classes. Each class was about consisted of 29 students, so the total member of population was 348 students.
2. Sample
The sample would be selected by using purposive sampling technique.
The researcher chose two classes, it is consisted of 63 students as the
sample of the research. The researcher took 32 students in XI TKJ 1 as
experimental class and 31 students in TKJ 2 as controlled class. The
reason for taking this class as the sample is based on researcher
experience in SMK Negeri 3 Makassar, that the students of those
classes can representative the general characteristic of students at the
second year students of SMK Negeri 3 Makassar.
D. Research Instrument
Writing test was used to asses and examine the eleventh grade students‟ writing ability. The tests was pre-test and post-test. Pre-test was used to find out the students‟ prior ability in writing, while post-test was used to find out the improvement of the second year students‟ writing ability at the eleventh grade of SMK Negeri 3 Makassar after the treatment given through Kompasiana Blog.
E. Procedure of Data Collection
To collect the students‟ writing ability at the eleventh grade of SMK Negeri 3 Makassar, the students tests scored based on the five aspects purposed by Hughes (1989:91) the aspect are grammar, vocabulary, mechanics, fluency (style and case of communication), and form organization.
Table 3.2 Scoring Rubrics of Writing 1. Grammar
No Classification Score Criteria
1 Excellent 6 Few (if any) noticeable of grammar or word order.
2 Very Good 5 Same errors of grammar or word order which do not, however, interfere with comprehension.
3 Good 4 Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
4 Fair 3 Errors of grammar or word order frequent; Error of interpretation sometimes required on readers part.
5 Poor 2 Errors of grammar or word order very frequent; the readers often has to really on own interpretation.
6 Very Poor 1 Error of grammar or word orders as
severe as to make comprehension
virtually impossible.
2. Vocabulary
No Classification Score Criteria
1 Excellent 6 Use the vocabulary and idiom rarely (of at all) distinguish table form that of educated native writer.
2 Very Good 5 Occasionally uses inappropriate terms of relies on circumlocutions;
expression of ideas hardly impaired.
3 Good 4 Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of
inadequate vocabulary.
4 Fair 3 Limited vocabulary and frequent errors clearly hinder expression of ideas.
5 Poor 2 Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
6 Very Poor 1 Vocabulary limitation so extreme as to make comprehension virtually impossible.
3. Mechanics
No Classification Score Criteria
1 Excellent 6 Few (if any) noticeable lapses in punctuation of spelling.
2 Very Good 5 Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.
3 Good 4 Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension.
4 Fair 3 Frequent error in spelling or punctuation; lead sometimes to obscurity.
5 Poor 2 Error in spelling or punctuation so frequent that reader must often rely on own interpretation.
6 Very Poor 1 Error in spelling or punctuation so
severe as to make comprehension
virtually impossible.
4. Fluency
No Classification Score Criteria
1 Excellent 6 Choice of structure and vocabulary consistently appropriate; like that of educated native writer.
2 Very Good 5 Occasional lack of consistency in choice, structures and vocabulary which does not, however, impair overall ease of communication.
3 Good 4 „Patchy‟, with some structures of vocabulary item noticeable in appropriate to general style.
4 Fair 3 Structure or vocabulary items sometimes not only inappropriate but also misused; structure or vocabulary little sense of ease of communication.
5 Poor 2 Communication often impaired by
completely inappropriate or misused structures or vocabulary items.
6 Very Poor 1 A „hotch-potch‟ of half learned misused structures and vocabulary item rendering communication almost impossible.
5. Form (organization)
No Classification Score Criteria
1 Excellent 6 Highly organized; clear progression of ides well linked; like educated native speaker.
2 Very Good 5 Material well organized; links could occasionally be clearer but
communication not impaired.
3 Good 4 Some lack of organization; re- reading required for clarification of ideas.
4 Fair 3 Little or no attempt at connectivity,
through reader can deduce some
organization.
5 Poor 2 Individual ideas may be clear, but very difficult to deduce connection between them.
6 Very Poor 1 Lack of organization so severe that communication is seriously
impaired.
(Heaton, 1989: 138-140).
The technique used to collect the data are:
1) Pre-test
Before giving treatment, the researcher gave a pre-test using the writing test to find out the writing achievement of the students. In this pre-test, the students was given an example of a procedure text and then the students analyzed it which one is the topic sentence, controlling, supporting, and concluding sentences.
2) Treatment
After the pre-test, the researcher treated students for four meetings. In the third and fourth of the meeting in experimental class, Kompasiana Blog was used in teaching writing. Besides that, conventional method (picture series) was used in teaching for controlled class. Generally, the teaching and learning process was same as in the first meeting until the last meeting. Teaching and learning processes are follows:
(a) Student was given motivation before starting the materials.
(b) The teacher divided the students into six group that consisted 6 members.
(c) The teacher explained the materials to the students
(d) The teacher asked each member of the team to write down a procedure text based on the theme given
(e) The teacher asked each member of the team to write down a procedure text into Kompasiana Blog
(f) The students commented each other in dialog box in the Kompasiana Blog.
For the first meeting, the researcher taught about procedure text. At the second meeting, researcher asked student to practice make something. At the third meeting, researcher asked student to make a Kompasiana account. At the fourth meeting, researcher asked student to post a procedure text in Kompasiana Blog. Then, the students‟ commented each other in comment box in Kompasiana Blog.
3) Post-test
After giving treatment, the researcher administered post-test to see the students‟ writing achievement. The item and content of post-test are different in the pre-test.
F. Procedure of Data Analysis
The data collected will analyzed as the t-test, the steps are as follows:
1. Calculating the collecting data from the students in answering the test, the researcher used this formula to get mean score of the students as follow:
N X
