TITLE: The Impact of Digital Content on Students' Writing Skills (Pre-Experimental Research on Eleventh Grade in SMA N 14 Makassar). The purpose of this study was to find out the impact of digital content on students' writing skills in terms of language use. The researcher used digital content which was Grammarly Keyboard and Blogger as learning media.
The sample of this research was XI IPS 5 of SMA Negeri 14 Makassar consisting of 28 students. In short, there are positive impacts and score improvements using digital content as the learning media on students' writing skills in terms of language use.
INTRODUCTION
- Background
- Problem Statement
- Objective of Study
- Significance of Study
- Scope of Study
This research will use digital content as a learning medium to make students' writing skills more effective. The gap in this research is that the researcher used the Blogger app from Google and Grammarly Keyboard to help students write. This research done in high school, which they are already familiar with, write one or more paragraphs using digital content as a medium.
Other research can use this research as a reference to develop the research more deeply. This research was limited to the digital content that was studied Blogger and Grammarly Keyboard.
REVIEW OF LITERATURE
Previous Related Findings
Philips, et al (2017) Exploring 21st Literacy through Writing: Urban Educators' Use of Digital Storytelling with Struggling Writers. The results of this study revealed the limitations of using digital storytelling and digital technology due to time and integration, students' struggle to make connections, students' lack of digital citizenship, lack of support and supplies from school departments, and writing and technology training for educators. The recommendations included a study exploring a specific secondary school department's implementation of the trend, a narrative study of writing skills and the integration of digital technology and its beneficiaries, a comparative study of the relationship between digital storytelling and narratology, a case study on the impact of a school departments'.
The similarity of my proposal and theses above was the use of digital content and also in online environment as the media for students. The use of digital content because nowadays students more familiarly read information from their smartphone or computer to access every content in the digital world.
Some Pertinent Ideas
- The Concept of Writing Skill
- The Concept of Descriptive Paragraph
- The Concept of Digital Content
- Grammarly Keyboard and Blogger
This is an essential part of process writing: giving students the opportunity to write different drafts that focus on the process, rather than the end result. It starts with a descriptive sentence that clearly states the topic that will be rolled out in the following sentences. Digital media or digital content comes in many forms, from text and audio and video files to graphics, animations and images.
Typically, digital content refers to information available for download or distribution on electronic media such as an ebook or iTunes song, but many in the content industry argue that digital content is anything that can be published (Mullan, 2011). Simply put, digital content is content in various formats of text, image, video, audio, or a combination that is converted by a reader engine into code so that it can be read, displayed, or played by a digital machine or computer and easily . sent or distributed through digital media (Cheeboo, 2017). Digital content is distributed via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM.
It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and sound (Mashhadi & Kargozari, 2011). To summarize, digital content is content that is only available when you access through the Internet and has many different types such as text, audio or videos. To educate – this will allow for a wide reach, especially for those who may not know about products or services yet.
To convince - This is a little more emotionally charged; content that gradually changes the consumer's mind (I say consumer as persuasive content will often be used in the product sense). Mostly people think of digital content only for research information or rather to communicate with other people. This research wants to prove that using digital content as learning media can be useful and more effective than the usual way.
Moreover, Mashhadi & Kargozari (2011) also state that digital content distribution is divided into two parts. If you don't already see the green Grammarly logo in the top left corner of the app, tap the globe icon on your keyboard and select the Grammarly keyboard.
Conceptual Framework
Hypotheses
RESEARCH METHOD
- Research Design
- Population and Sample
- Research Variable
- Research Instrument
- Technique of Collecting Data
- Technique of Data Analysis
- Testing Hypothesis
Upon obtaining the results of students' significance (t-test) was compared with the value of the t-table. The discussion talks about how students scored during the pre-test and post-test. Findings are shown in relation to the score of students' pre-test and post-test scores.
The students' score in terms of language use in pre-test and post-test was improved. It showed that there was a significant difference in the effect of the influence of digital content on students' writing skill after treatment. It leads to the improvement of students' writing skills using digital content as a learning medium.
The students' average score for language use was 57, which is below the standard value or KKM (Kriteria Kelulusan Minimum). This was their regular use of the Grammarly keyboard to improve students' writing habits. Although the students' score is still below the standard value, the Grammarly keyboard and Blogger have had a positive effect on the students' writing skills.
There are some impacts on students' writing skills after using Grammarly Keyboard and Blogger as learning media. Fourth, using Grammarly Keyboard and Blogger as learning media can improve students' writing skills in terms of language use. Second, there was a significant effect between the outcome of the impact of digital content on students' writing skills after treatment.
FINDINGS AND DISCUSSION
Findings
- Language Use
- Significant Testing
The effect of digital content on students' writing skill in the eleventh grade students of SMA Negeri 14 Makassar in the academic year 2019/2020 has been improved. In order to get the average score, the researcher added up the scores of all the students and divided the total sample which was 28. The figure below shows the average score of the students in language use with clear information using a diagram.
This also means that null hypothesis (H0) There is no significant impact of students' writing skills before and after teaching through digital content as learning media is rejected and the alternative hypothesis (H1) There is a significant impact of students' writing skills before and after teaching through digital content as the learning media is accepted.
Discussion
- Problems
Students often used Grammarly Keyboard to practice and correct each mistake they made. After treatment, the average score of the students on the posttest was 68, which is still below the standard value or KKM (Kriteria Kelulusan Minimum). As a learning medium, Grammarly Keyboard can easily correct misspellings so that students can remember the correct spelling of their words.
Although the improvement in this research was 19% and still not the standard value (Kriteria Ketuntasan Minimal) which achieved 75, students' score still improved. Researcher believes that if using Grammarly Keyboard and Blogger for longer meetings than just six the students' score can improve much more. Even the final exam semester (ujian akhir semester) used smartphone to answer the questions that appeared on the individual students' screen.
Berdasarkan hal tersebut, saya merasa percaya diri menggunakan konten digital, Grammarly Keyboard dan Blogger, sebagai media pembelajaran. Di bawah bimbingan guru, siswa mempertanyakan aspek kebahasaan yang digunakan dalam paragraf deskriptif. Di bawah bimbingan guru, siswa mempertanyakan fungsi dan kegunaan Grammarly Keyboard dan Blogger dalam proses pembelajaran.
Siswa menulis paragraf deskriptif menggunakan aplikasi Grammarly Keyboard dan mempublikasikan hasil tulisannya di Blogger (tema. Siswa menulis paragraf deskriptif menggunakan aplikasi Grammarly Keyboard dan mempublikasikan hasil tulisannya di Blogger (tema gratis). Tulisan tersebut dibuat menggunakan Grammarly Keyboard sebagai alat tulisnya. alat dan hasil tulisan siswa akan dipublikasikan di Blogger.
CONCLUSION AND SUGGESTION
Conclusion
It can be proven from the t-test value was 3.14 and the t-table value was 1.7033, the t-test value was higher than the t-table value.
Suggestion
Retrieved June 24, 2018, from https://www.brown.edu/academics/college/supportwritingcenter/sites/brown .edu.academics.college.support.writing-center/files/uploads/Elements%20 of%20an% 20Essay .pdf. Accessed June 24, 2018, from https://eps.schoolspecialty.com/EPS/media /Site-Resources/Downloads/program-overviews/S-writing_skills.pdf?ext=. Accessed July 15, 2018, from http://methods.sagepub.com/reference/encyclopedia-of-survey-research-methods/n440.xml.
Diakses 24 Juni 2018 dari http://www.econtentmag.com/Articles/Resources/Defining-EContent/What-is-Digital-Content-79501.htm. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis, memberi dan mencari informasi tentang tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya. Menangkap makna kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif, lisan, dan tulis pendek dan sederhana terkait tempat wisata dan bangunan terkenal bersejarah.
Mengidentifikasi fungsi sosial, menguji struktur dan unsur kebahasaan dalam teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal 4. Internet (https://www. Thoughtco.com/how-to-write-a-descriptive-.paragraph-1690559 dan https: //www.wikihow.com/Write-a-Descriptive-Paragraph). Dalam kerja kelompok yang terdiri dari 2 orang siswa menganalisis gambar tempat wisata dunia dengan fokus pada fungsi sosial, struktur teks dan unsur kebahasaan.
Guru menanyakan tentang pengertian, ciri-ciri dan struktur umum paragraf deskriptif. Dengan bimbingan dan arahan guru, siswa mempertanyakan keseluruhan struktur, ciri-ciri, dan unsur kebahasaan yang terdapat dalam paragraf deskriptif. Dalam kerja kelompok yang terdiri dari dua orang siswa, mereka mengidentifikasi struktur umum, ciri-ciri dan unsur kebahasaan yang terkandung dalam paragraf deskriptif.
Guru bertanya tentang struktur generik, ciri-ciri dan unsur kebahasaan dalam paragraf deskriptif. Dalam kerja kelompok yang terdiri dari dua siswa, mereka mengidentifikasi aspek penggunaan bahasa dalam paragraf deskriptif.
Test Value and Degree of Freedom (df)
Table
