Discussion - Findings and Discussion - the impact of using schoology to improve students

Chapter IV Findings and Discussion

B. Discussion

In the discussion, the researcher would like to discuss the result of the findings. It aimed to describe the students' Narrative text writing skills in terms of content and organization by using Schoology and the benefits of Schoology for teachers and students in the learning process during a pandemic.

1. The improvement of students in the term of content.

The results of this study, especially regarding the content, the researcher found that the students of class XI IPA 1 Man Selayar were quite capable of composing their ideas on stories. However, the frailty of

the students' writing at the pre-test stage that the researchers found was that they were wrong to use pronouns in English or that there were several words in the story that contained Indonesian words so that they made a different meaning in the story. Then the researcher provides content material through Schoology by increasing students' understanding of make good content. In conclusion, MAN students need to increase focus and accuracy. So, they are do not make mistakes by choosing the wrong pronoun and using Indonesian words.

2. The improvement students' in terms of Organization.

In this study, the researcher found that students of class XI Ipa 1 MAN Selayar have weaknesses in identifying orientation, compliance, and resolution. The researcher provides treatment, namely material and video, using Schoology. Furthermore, the researchers discussed the Material and videos that have been provided in the Schoology comment column or via Whatsapp. From the learning results, the researchers found an increase in student scores, namely 14.15%. So, It can conclude that Schoology is Effective in improving students' abilities in class XI IPA 1 MAN Selayar.

Several previous researchers who also used Schoology with different objects found that Schoology was effective in improving students' learning abilities. Rahmadianto (2016), in his research, “found that the comparison of learning using Schoology and without Schoology found that

the use of Schoology as a learning medium can improve student learning outcomes compared to the use of conventional learning media”.

Aminoto et., al (2014), in their research, “found that the average score of students experienced an immense increase, but the attendance rate of students in online learning Schoology has decreased because students only carry out the online process or log in when the teacher provides material and assignments but does not give feedback in the comments column or chat session on the Schoology application this is due to technical factors”.

Researchers also found that Schoology was effective at improving students' ability to write text, but researchers also found that students experienced a decrease in attendance in the online learning process.

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher will present the conclusion of the study and suggestions for students, teachers, and further researchers.

A. Conclusion

Based on the findings and discussion, it can be concluded that the use of Schoology is effective to improve students' narrative text in term of content and organize, it can be seen from the findings that the t-test is higher than the t-table (7.928> 2,045) in content and (8.321> 2,045). So, H1 (Alternative Hypothesis) is accepted and Ho (Hypothesis Zero) is rejected. Also, the mean post-test scores on content and organize were 84.73 and 80.43, respectively, 76.53 and 70.46, so the post-test scores were higher than the pre-test. Thus there is a significant difference. The use of the Schoology application improves the writing skills of Narrative text, especially in content and organize class XI IPA 1MAN Selayar students.

B. Suggestion

1. English teachers may use Schoology as one of the methods in the teaching and learning process, especially in term writing. The teacher should optimize and improve the students writing, so students are interested and enthusiastic to learn English. The teacher should give motivation to the students to learn

2. English, especially through Schoology and the teacher should be active, creative, and effective to give English material.

3. It is suggested to the next teacher to use this thesis as an additional reference to teach writing narrative text.

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APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN DARING

(Sesuai Edaran Kemendikbud No.14 Tahun 2019)

Sekolah : MAN SELAYAR Mata Pelajaran : BAHASA INGGRIS

Kelas/Semester : XI/2

Alokasi Waktu : 6 X 45 menit

Pertemuan : 1 sampai 6 Materi : Narrative text

A. KOMPETENSI INTI

KI-1 : Mengahayati dan mengamalkan ajaran agama yang dianutnya.

KI-2 : Manghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong- rotong, kerja sama, toleran, damai), bertanggung jawab, responsife, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak dilingkuangan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan regional, dan kawasan internasional

KI 3 : Memahami, menerapkan, dan menganisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan teknologi, sebi, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuia dengan bakat dan minatnya untuk memecahkan masalah

KI 4 : Mengelola, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.

B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI

Kompetensi Dasar Indikator

1.1 Membedakan fungsi social, struktur teks, dan unsur kebahasan beberapa teks naratif lisab dab tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaanya.

1.1.1 Mengidentifikasikan kalimat-kalimat yang memuat bagian-bagian legenda yang dinyatakan

1.1.2 Mengidentifikasi persaman dan perbedaan fungsi social, struktur teks dan unsur kebahasan teks naratif 1.1.3 Memahami struktur tekas naratif

dalam memberi dan meminta informasi terkait legenda rakyat 1.1.4 Memahami unsur kebahasaan dari teks

naratif dalam memberi dan meminta informasi terkait legenda rakyat 2.2 Menangkap makna secara kontekstual

terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

2.2.1 Membaca legenda dengan intonasi, ucapan dan tekanan kata yang benar, dengan saling mengoreksi

A. TUJUAN PEMBELAJARAN

 Peserta didik dapat mengidentifikas Narrative text secara umum

 Peserta didik dapat mengidentifikasi organization di dalam Narative text terkait legenda rakyat

 Peserta didik mengidentifikasi Content didalam Narative text terkait legenda rakyat

 Peserta didik dapat membuat narrative text sesuai dengan Organization dan conten yang benar

B. KEGIATAN PEMBELAJARAN

Media Alat/Bahan Sumber Belajar

 Whatsapp and Schoology  Laptop, Handphone, Table dan lain-lain

 Modul, Bahan ajar, internet dan sumber lain yang relevan C. MATERI PEMBELAJARAN

1. ORGANIZATION

 Principal of Organization

a. Chronological Order

Urutan waktu. Item, peristiwa dan bahkan ide disusun seusai waktu terjadinya Pola ini ditandai dengan transisi seperti berikutnya, kemudian, keesokan paginya, beberapa jam kemudian, masih kemudian, Rabu itu, pada siang hari, ketika dia berusia tujuh belas tahun, sebelum matahari terbit, April itu, dan seterusnya.

b. Spatial Order

Bagaimana seorang penulis menjelaskan sebuah bangun, ruangan atau ciri-ciri hewan, manusia atau mahluk lain

c. Climactic Order

Penulis menuliskan alur cerita dari yang terpenting hingga yang kurang penting perbandingan, kontras, sebab, akibat, dan deskripsi.

 Organization in Narrative text

a. Orientation : introduces the participants b. Complication : a crisis arises

c. Resolution : the crises is revolved, for better or for worse

Example of Organize in Narrative text Orientation

One day, kancil was so thirsty and wanted to drink to the river.Near the river, he saw a big lion tried to eat a small rat. The rat was so desperate and could not do anything. Kancil felt pity about him and he actually was also afraid of the lion. But kancil had to help the rat.

Complication.

He thought hardly and he had an idea. He walked closer to the lion and said hello to them. Kancil said, “Hi guys, you all looked so happy, what kind of game are you playing now? ”The Lion said, “How dare you come here small animal, who are you? Oh, lucky me, I can also eat you now. I’m so hungry.” The lion roared. Kancil said, “I’m the king in the jungle. I’m not afraid of anything even human. I will eat everything that made me angry even it is a big animal like you.” The lion was a little bit doubt about kancil. He said, “You are a king? I don’t believe you. How come a small animal like you become a king? Can you prove me? ”Kancil said, “Of course you do not know me. You are a new comer here. I am a king and all animal in this jungle respects me because I am a strong animal that has no afraid of anything. You can ask that little rat if you do not believe me. ”The lion said to the rat, “Is that true poor rat? ”The rat already knew that Kancil said a lie and tried to help him. The rat said, “Yes that is true. He is the king; a very brave king. “The lion said: “Can you give me a proof? If you lie to me then I will eat you? ”Kancil said, “I eat a lion

yesterday and I still save the head in the hole near the river. So, I am not afraid of you. Follow me to see your friend’s head in the hole.”The lion began to scare. But he is too shy to be looked scared. The lion follow kancil to go to the hole near the river.

Resolution

Kancil said, “Here we go. I let you see that lion head. But you have to know that I will eat anyone who had seen that head. Just prepare yourself .”The lion began trembling. He scarily looked inside the hole so that he did not clearly see something in the hole except the shadow of his head. The lion thought that his shadow was the lion head that had been kept by kancil. After seeing that hole, the lion run as fast as he could because he was afraid that kancil would eat him. Kancil and the rat were laughing. There was nothing inside the hole except clear water so if anyone saw that hole in a day they would see their own shadow at the surface of the water.

2. CONTENT

Plot : urutan peristiwa. Penulis mengatur peristiwa dalam urutan tertentu untuk memajukan cerita. Plot tersebut mencakup lima bagian penting: the introduction, the rising action, The climax and The Falling action.

Theme : Tema cerita menyatukan semua elemen cerita. Temanya adalah gagasan sentral, wawasan pengontrol atau titik fokus pusat. Ini adalah pesan dasar penulis yang memandu cerita. Tema seringkali disinggung dalam judul, simile, metafora dan ironi dalam sebuah cerita. Tema cerita harus terasa benar bagi pembaca.

Character : Pembaca harus memiliki gambaran yang jelas di benak mereka tentang seperti apa rupa, impian, cara berjalan, cara mengobrol, dan kesukaaan dari karakter, karakter harus terlihat nyata.

Point of View : Sudut pandang dalam hal ini penulis harus bisa memperlihatkan pemikiran-pemikiran dari karakter pembaca harus bisa mengerti sudat pandang orang ketiga, kedua dan pemeran pertama sehingga dapat diketahui karakter dari semua tokoh.

a. Unity : b. Completeness

Jika ada beberapa ide pokok dan kalimat yang terkandung di dalamnya, kembangkan ide itu. Ide utama dinyatakan dalam kalimat topik dan setiap kalimat pendukung terkait dengan ide kalimat topik tersebut. Jika seorang penulis ingin tulisannya menyatu, dia tidak boleh memasukkan kalimat-kalimat yang tidak mendukung gagasan pokok kalimat topik.

Penulisan harus lengkap jika gagasan pokok sudah dijelaskan dan dikembangkan sepenuhnya.

Gagasan untuk mengendalikan dengan mengembangkan secara menyeluruh oleh informasi khusus ini. Mengetahui seberapa kompleks atau umum kalimat topik dengan menulis lengkap adalah relatif.

Diharapkan isi tulisan tersebut jelas

dan dapat dimengerti oleh

pembaca.

PERTEMUAN KE 1

PENDAHULUAN  Guru memberi salam dan mengajak peseta didik berdoa

bersama (Religious)

 Guru mengecek kehadiran siswa (melalui Whatsapp group and schoology)

 Guru menyampaikan tujuan dan manfaat pembelajaran tentang topic yang akan diajarkan

 Guru menyampaikan garis besar cakupan materi dan langkah pembelajaran

KEGIATAN INTI  Peserta diberi motivasi dan panduan untul melihat, mengamati, membaca dan menuliskannya kembali. Mereka diberi tayangan dan bahan bacaan (melalui Schoology) terkait materi

Narrative text secara umum (Literasi)

 Guru memberikan kesematan untuk mengidentifikasi sebanyak mungkin hal yang belum dipahami, dimulai dari pertanyaan factual sampai pertanyaan yang bersifat hipotetik pertanyaan ini harus tetap berkaitan dnegan materi. Narrative text secara umum (HOTS)

 Peserta didik diberikan kesempatan untuk mendiskusikan, mengumpulkan informasi, mempersentasikan ulang, dan saling bertukar informasi mengenai Narrative text. (Collecting

information and Problem solving)

 Melalui schoology peserta didik mempersentasikan hasil kerjanya kemudian di tanggapi peserta didik yang lainnya (Communication)

 Guru dan peserta didik membuat kesimpulan tentang hal-hal yang telah dipelajari terkait Narrative text, peserta didik kemudian diberi kesempatan untuk menanyakan kembali hal- hal yang belum di pahami dan di tuliskan pada kolom

komentar pada schoology (creativity)

PENUTUP  Guru bersama peserta didik merefleksikan pengalaman belajar

 Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa

PERTEMUAN KE 2

PENDAHULUAN  Guru memberi salam mengajak peserta didik berdoa bersama

 Guru mengecek kehadiran peserta didik (melalui whatsapp dan atau schoology)

 Guru menyampaikan tujuan dan manfaat pembelajaran tentang materi yang akan diajarkan

KEGIATAN INTI  Peserta diberi motivasi dan panduan untul melihat, mengamati, membaca dan menuliskannya kembali. Mereka diberi tayangan dan bahan bacaan (melalui Schoology) terkait materi

Content (Plot, Theme) (Literasi)

 Peserta didik diberikan kesempatan untuk mendiskusikan, mengumpulkan informasi, mempersentasikan ulang, dan saling bertukar informasi mengenai Content (Plot, Theme).

(Collecting information and Problem solving)

 Melalui schoology peserta didik mempersentasikan hasil kerjanya kemudian di tanggapi peserta didik yang lainnya (Communication)

 Guru dan peserta didik membuat kesimpulan tentang hal-hal yang telah dipelajari terkait Content (Plot, Theme), peserta didik kemudian diberi kesempatan untuk menanyakan kembali hal-hal yang belum di pahami dan di tuliskan pada kolom komentar pada schoology (creativity)

PENUTUP  Guru bersama peserta didik merefleksikan pengalaman belajar

 Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa

PERTEMUAN KE 3

PENDAHULUAN  Guru memberi salam mengajak peserta didik berdoa bersama

 Guru mengecek kehadiran peserta didik (melalui whatsapp dan atau schoology)

 Guru menyampaikan tujuan dan manfaat pembelajaran tentang materi yang akan diajarkan

KEGIATAN INTI  Peserta diberi motivasi dan panduan untul melihat, mengamati, membaca dan menuliskannya kembali. Mereka diberi tayangan dan bahan bacaan (melalui Schoology) terkait materi

Content (Character, Point of View) (Literasi)

 Peserta didik diberikan kesempatan untuk mendiskusikan, mengumpulkan informasi, mempersentasikan ulang, dan saling bertukar informasi mengenai Content (Character, Point of View). (Collecting information and Problem solving)

 Melalui schoology peserta didik mempersentasikan hasil kerjanya kemudian di tanggapi peserta didik yang lainnya (Communication)

 Guru dan peserta didik membuat kesimpulan tentang hal-hal yang telah dipelajari terkait Content(Character, Point of View), peserta didik kemudian diberi kesempatan untuk menanyakan kembali hal-hal yang belum di pahami dan di tuliskan pada kolom komentar pada schoology (creativity)

PENUTUP  Guru bersama peserta didik merefleksikan pengalaman belajar

 Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya dan berdoa

Dalam dokumen the impact of using schoology to improve students (Halaman 62-127)