THE USE OF E-LEARNING THROUGH CISCO WEBEX MEETING APPLICATION IN TEACHING ENGLISH
OF SMAN 18 MAKASSAR
SKRIPSI
NOVIANTI PABANNE 4518101010
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION BOSOWA UNIVERSITY
2022
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THE USE OF E-LEARNING THROUGH CISCO WEBEX MEETING APPLICATION IN TEACHING ENGLISH
OF SMAN 18 MAKASSAR
SKRIPSI
Sumited to the Faculty of Teacher Training and ducation in Partial Fulfillment of the Requirements for the Sarjana Degree
NOVIANTI PABANNE
4518101010
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION BOSOWA UNIVERSITY
2022
iii
iiii
iv
ABSTRACT
Novianti Pabanne. 2022. The Use of E-Learning through Cisco Webex Meeting Application in Teaching English of SMAN 18 Makassar. Skripsi of the English Education Study Program, Faculty of Teacher Training and Education, Bosowa Unuversity (supervised by St. Haliah Batau and Nurfaizah Sahib).
The objective of the research was to find out whether or not the use of E- Learning through Cisco Webex Meeting application enhance students’ writing skill at grade XII SMAN 18 Makassar.
This research used an pre-experimental method. This research conducted in three steps such as pre-test, treatment, and post-test. The sample of this research is class IPA XII IPA 2 membered 27 students. Data colleting by using pre-test and post-test.
After analyzing the data, the writer concluded that the use of the cisco webex meeting application in teaching English could enhance students’ writing of grade XII IPA 2 SMAN 18 Makassar it was proved with the mean score of the students in the pre-test was 52,96 and the post-test was 76,67. The calculated significance value is 0.000 less than 0.05 (P-value = 0.000 < 0.05). If the significance is less then 0,05 so, this research hypothesis is accepted. Thus the use of Cisco Webex application as a learning media can enhance students' writing skill at SMAN 18 Makassar.
Keywords : E-learning, Cisco Webex, writing, skill.
v ABSTRAK
Novianti Pabanne. 2022. The Use of E-Learning through Cisco Webex Meeting Application in Teaching English of SMAN 18 Makassar. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Bosowa (dibimbing oleh St. Haliah Batau dan Nurfaizah Sahib).
Penelitian ini bertujuan untuk mengetahui apakah penggunaan E-Learning melalui aplikasi Cisco Webex Meeting meningkatkan keterampilan menulis siswa kelas XII SMAN 18 Makassar.
Penelitian ini menggunakan metode pra-eksperimen. Penelitian ini dilakukan dalam tiga tahap yaitu pre-test, treatment dan post-test. Sampel penelitian ini adalah kelas IPA XII IPA 2 yang berjumlah 27 siswa. Pengumpulan data dilakukan menggunakan pre-test dan post-test.
Setelah dilakukan penelitian, penulis menyimpulkan bahwa penggunaan aplikasi cisco webex meeting dalam pengajaran bahasa Inggris terbukti dapat meningkatkan keterampilan menulis siswa dengan nilai rata-rata siswa pada pre- test adalah 52,96 dan post-test adalah 76,67. Nilai signifikansi adalah 0,000 lebih kecil dari 0,05 (P-value = 0,000 < 0,05). Jika nilai signifikan lebih kecil dari 0,05 maka, hipotesis penelitian ini diterima. Dengan demikian penggunaan aplikasi Cisco Webex sebagai media pembelajaran dapat meningkatkan keterampilan menulis siswa di SMAN 18 Makassar.
Kata kunci : E-Learning, Cisco Webex, keterampilan, menulis
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ACKNOWLEDGEMENT
Praise and gratitude to God for His grace and inclusion so that the writer can complete this skripsi with the title ” The Use of E-Learning through Cisco Webex Meeting Application in Teaching English of SMAN 18 Makassar”. Submitted as a final requirement in completing undergraduate education at the English Language Education Study Program, Faculty of Teacher Training and Education, Bosowa University.
In the preparation of this skripsi, many parties have provided support, and motivation to the writer. In this occasion, the writer would like to thank to Dr.
Asdar, S.Pd., M.Pd as the Dean of FKIP Bosowa University also thanked the first supervisor Hj. St. Haliah Batau S,S.,M.Hum for advice, guidance, and direction from the beginning until this skripsi can be finished. Then to the second supervisor Hj. Nurfaizah Sahib S.Pd.I., M.Pd who has also assited the writer in completing this skripsi by providing suggestions, and corrections during the guidance.
Futhermore, the writer would like to thank to Dr. Andi Hamzah Fansury S.Pd., M.Pd as the first examiner and Ulfah Syam as the second examiner for comments, criticisms and suggestions. The writer would like to thank the principal of Laenre, S.Pd as a headmaster of SMAN 18 Makassar who has given permission to conduct research at SMAN 18 Makassar. Also to English Teacher and all teacher and staff at SMAN 18 Makassar and the special to Mr. A. Ali Husni S.S., M.Pd as a English teacher of SMAN 18 Makassar who has given permission to conduct research in class XII IPA 2. The writer would like to thank to beloved
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parents Mr. Simon Nanda and Ms. Martha Rita as well as brothers and sisters for their prayers, support, motivation and love.
The writer would like to thank for the best friends for their support, motivation, prayers, energy and materials in completing this skripsi especially Ernest Gryantino, Natalia Milenia Baussa, Claraneth, Ade Elsye Buli, Nursyarifa, Ira Randa, Fadwa Alhidayah, Olivia, Nurhaliza, Monica Sinai, Naftalia Fany, Festi Frilia, and other friends at English Education Study Program. Finally the writer would also thank herself for the enthusiasm, hard work for all the winding and hard stuggles during write this skripsi and thank you for persisting to this stage. This skripsi is still far fromperfection, but the writer hopes that it can be useful not only for writer but also for readers. For this reason, good suggestion and criticisms are highly expected.
Makassar, 18 August 2022 The writer
Novianti Pabanne
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TABLE OF CONTENT
Title ... i
PAGE OF APPROVAL ... Error! Bookmark not defined. PERNYATAAN KEASLIAN SKRIPSI ... i
ABSTRACT ... iv
ABSTRAK ...v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ... viii
CHAPTER I: INTRODUCTION ...1
A. Background of the Research ...1
B. Research Question ...4
C. Objective of the Research ...4
D. Significance of the Research ...4
E. Scope of the Research ...5
CHAPTER II:PREVIOUS RELATED STUDY ...6
A. Theoretical Review ...6
1. Writing ...6
2. Descriptive Text ...11
3. Teaching Using Media ...14
B. Previous Related Study ...18
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C. Conceptual Framework ...18
D. Research Hypothesis ...21
CHAPTER III: METHOD OF THE RESEARCH ...22
A. Research Design ...22
B. Time and Location of the Research ...23
C. Population and Sample of the Research ...23
D. Research Variable and Operational Definition ...23
1. Variable of the Research ...23
2. Operational Definition Of Variable ...23
E. Instrument of the Research...24
F. The Procedure of Collecting Data ...25
G. The Technique of Data Analysis ...25
CHAPTER IV: FINDINGS AND DISCUSSION ...28
A. Findings ...28
B. Discussion ... 33
CHAPTER V: CONCLUSION AND SUGGESTION ...37
A. Conclussion ... 36
B. Suggestion ...37
BIBLIOGRAPHY ...38
A P P E N D I C E S ...41
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LIST OF TABLE
Table 3. 1 Research design...22
Table 3. 2 Scale Scoring...26
Table 3. 3 Scoring Classification ...26
Table 4. 1 Students’ Score and Classification in Pre-Test and Post-Test ...29
Table 4. 2 The Frequency (F) and Percentage (P) of the Students’ Score in Pre-test and Post-test. ...30
Table 4. 3 Mean Score and Standard Deviation of the students’ pre-test and post- test. ...31
Table 4. 4 result of t-test ...32
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LIST OF APPENDIX
Appendix 1. Lesson Plan... 42
Appendix 2 Instrument of the Research ... 50
Appendix 3 Treatment ... 51
Appendix 4 Example of Descriptive Text ... 52
Appandix 5 Pre-test and Post-test ... 53
Appendix 6 Students’ Pre-Test Score... 54
Appendix 7 Students Post-test Score ... 55
Appendix 8 Students’ Classification in Pre-test and Post-test ... 56
Appendix 9 Data Analysis ... 58
Appendix 10 Documentation ... 60
Appendix 11 Students' Worksheet in Pre-test ... 64
Appendix 12 Students' Worksheet in Post-test ... 67
Appendix 13 Administration ... 71
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LIST OF FIGURE
Figure 2.1 Cisco Webex Meeting Application Logo ... 17 Figure 2.2 Content Sharing Features ... 17
1
CHAPTER I INTRODUCTION
This chapter deals with the background of the research, research question, objective of the research, significance of the research, and scope of the research.
A. Background of the Research
Education is a means of knowledge, habits, and skills that aims to develop potential in a person in or group to mature through teaching efforts and skills. In pursuing an education, language is one of the subjects that must be in the teaching and learning process. Education is also defined as the process of coaching and guidance carried out. According to Hasan (2013: 5), Education aims to develop human potential as a whole, including intellectual, physical and volitional so that humans achieve happiness in their lives. Education is the whole situation experienced in a life that can affect growth individual. Education is also interpreted as the process of coaching and guidance carried out a person continuously to the students to achieve educational result (Basar 2021: 29).
Language is one of the most important things in communication and is used as a means of communication between nations around the world. As an international language, English is very important and has many links with various aspects of life owned by humans. Suharman in Pradnyawath (2019:90) Education is essentially an attempt to humanize human. The nature of man himself is always evolving. The most common complaint from teachers in teaching languages is the teacher’s ability to apply the right approach, such as methods, strategies or techniques, in learning.
Since the pandemic that has plagued us since the beginning of 2019 is very difficult for all of us, especially in the teaching and learning process. This pandemic is very impactful for the learning process because students and teachers cannot do face-to-face learning in school and must implement the online learning process. Of course, the learning process carried out from this house, has a positive and negative impact.
The positive impact is, students can become closer to parents, in this case, the role of parents is very important in controlling the child's learning process to make the child and parents closer. This pandemic can also foster students' independence in learning, both digging information and completing every task related to the material they are studying.
The negative impact is the lack of teacher control in providing learning to students to reduce the enterprising or motivation of students in learning and students easily bored because of the absence of interaction between students and their peers. In the process of learning English, of course, this pandemic is very impactful because the process of learning English requires the right method of conveying the material.
In the ability to communicate in English students, it can be said that students can understand the text orally or writing that can be realized in four language skills, namely speaking, listening, writing, and reading.
Tarigan in Ranabumi (2017: 664), states students must master the four components of language skills and literary skills, listening skill, speaking skill, reading skill, and writing skill. Just as important as the other three skills that must
be mastered in learning English is writing skill. Writing is one of the basic skill in language that must be possessed by humans in addition to listening,speaking and reading. Writing skill can be done by anyone who already has other basic language skill. Because writing is a continous skill from previous skills ( Lazulfa 2019: 2).
Based on this opinion, it can be concluded that writing is a skill that does not occur directly but requires a long process ranging from determining ideas and sentence selection must also be considered so that readers can understand
the content of the writing. Based on the results of the writer’s observations about the writing procedures at the time of introduction to the school field, there are still many students who have difficulty in writing such as grammar writing students who are still wrong, lack vocabulary, so students are unable to develop their ideas in writing that’s what makes students’ writing skill lacking in learning English.
Based on the current situation that requires the learning process to be carried out from home, many learning media can be used, one of which is the Cisco Webex meeting. According to Syofra et.al (2022 :38) Cisco Webex is a tool for synchronous learning, where teachers can communicate with students directly.
Based on the information the writer get, in the best that the writer will research generally only use one meeting application to do the online learning process, therefore the writer want to introduce a new online meeting application that can be used as one of the options that can be used in the learning process.
With this media that can be used as a learning media during the online learning process, especially in writing, the reseXarcher is interested in researching “The
use of E-Learning through Cisco Webex Meeting Application in English” at XII grade SMA 18 Makassar in the academic year 2022/2023.
B. Research Question
Based on the background described by the writer above, the writer formulates the problem in this research is “Can the use of E-Learning through Cisco Webex meeting application enhance students’ writing skill at grade XII SMAN 18 Makassar”?
C. Objective of the Research
The objective of the research is to find out whether or not the use of E- Learning through Cisco Webex Meeting application enhance students’ writing skill at grade XII SMAN 18 Makassar.
D. Significance of the Research
Several benefits can be drawn from this research. Besides useful for curriculum developers, teachers, students, and writers. The benefits are as follows.
1) Theoretical Benefit
In general, the results of this reserarch are theoretically expected to contribute knowledge about the use of online learning application media in learning English. The results of this research are also expected to provide contributions as a solution to the problem in the learning process.
2) Practical Benefits a) Curriculum developers
This research is expected to contribute ideas for the development of learning
media that continuously changes according to the development of human needs.
b) For teachers
1. Cisco Webex Meeting can be used as an alternative media by teachers when unable to carry out offline learning especially in writing skill especially in descriptive text lesson.
2. Improving the skills and competencies of teachers in implementing the learning process, to make it more conducive and interactive.
c) For students
Can provide knowledge to students about the many learning media that can be used as an alternative in the learning process, especially in learning writing skill, especially in descriptive text.
d) For Writers
The result of this research is useful to determine the extent of the influence of the application of the Cisco Webex meeting as a media in online learning.
E. Scope of the Research
This research is focused to examine the use of Cisco Webex meeting learning media in students of grade XII SMAN 18 Makassar in the academic year 2022/2023 and the problem of the research is focused on the use Cisco Webex meeting application as teaching media to enhance students’ writing skill.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with theoretical review, previous related study, conceptual framework, research hypothesis.
A. Theoretical Review 1. Writing
a. Definition of Writing
Writing is a skill that must be mastered by students. Through writing skill, students can develop ideas that are felt and expressed in writing. Writing skill is taught since stepping on education at the elementary level as one basic of language skill. Writing is usually done on paper using tools such as pens or pencils. However, with the development of technology as it is today, writing can also be done using a computer or laptop. According to Rosmaya (2018: 5) the main function in writing is as a means of communication. Writing is the process of conveying information in the form of readable writing and understood by others as well as the author himself. Thus, when writing occurs the process of delivery information to the reader or through the author so that indirect communication occurs.
According to Lazulfa (2019 :2), writing skill can be performed by anyone who has previously had other basic language skills. Because writing is a skill that is related to the previous skill. Writing skill as a productive, expressive and creative activity, and have a visually readable form.
According to Darwis in Helda (2020: 183), states that writing is a creative process of pouring ideas into written language forms for the purpose of, for example, telling, and convincing. Writing is an activity that requires complex abilities (Cahyani 2015: 41). Results of the process in this creativity is commonly referred to by the term writing or essay. Therefore, writing skill can be a specific person’s ability to express an idea, opinion thought and feeling that is poured into written form.
b. Writing Process
Writing is a process. A writer must write based on certain steps to produce a piece of writing. In writing, teachers must provide opportunities for students to be creative in producing the writing they make. With this, students can create ideas widely. In producing good writing, a writer must go through several steps and go through good stages. According to Williams (2014: 106-107), the process of writing consists of six-stage, namely:
1. Prewriting
Pre-writing is where writers can generate ideas, information and approaches that engage the mind. This section serves to stimulate the writer's mind so that the data generate ideas to be written. By gathering thoughts without pressure to compile expressions into written form so that it is possible to work productively, therefore, it can be said that prewriting is a part of preparation before writing, namely the part to process an idea in outline before actually starting to write.
2. Planning
The second stage of the writing process is planning. At the planning stage, it involves rhetorical considerations and attitudes that are connected to information.
3. Drafting
In this section writer will produce every word that is written, after generating ideas/information about a topic, the writer will start to make or write a draft. Before starting a draft, some writers will make some outlines so that they can easily sequence their ideas.
4. Pausing and Reading
This stage is the part where the writer can take a little pause to read what has been written. By taking a break to read writers can judge how accurate they are in following their plans.
5. Revising
This section is an important part if you want to become a professional writer. Writers at the revision stage are required to be able to consider their role in relation to the topic being written, therefore writers must be able to be critical.
The writer must be able to see the writing to get the expected meaning.
They must have paragraphs that are considered appropriate.
6. Editing and Publishing
Next, the writer will carry out the editing process, where the writer will deal with problems such as errors in the use of punctuation, spelling, and sentences. The writer will carry out the editing process to make the writing better
so that it can be said that this process is the last process carried out by the writer on his writing. And the final stage of the writing process is publication
or publishing.
c. The Purpose of Writing
Everything has a purpose, especially in writing. Writing can make a man pour out the ideas he has in mind. In the writing process, the creativity is high so that readers can understand the content of the writing we make. Here are some of the purposes of writing according to the expert's point of view.
According to Dalman in Tarigan (2020:15), the purpose of writing is as follows.
1) The purpose of the assignment. The purpose of the union is intended for students with written forms such as papers, reports, or free essays for the assignment given by teachers in an educational institution.
2) Este purpose. This writing activity aims to create beauty (aesthetic) for the literary in a poem, short story, and novel.
3) Purpose of enlightenment. This activity aims to provide information to readers and must provide various information related to politics, economics, education, religion, social media, and culture needed by readers.
4) Purpose of self-statement. Writing activities with the aim of stating what has been done through writing such as letters of agreement or affidavits.
5) Creative purpose. The purpose of writing by highlight the high power of imagination with the aim to convey the idea of literary works.
6) Consumptive purpose. Writing activities that aim to be sold to readers as a
business orientation.
Based on the description above, it can be concluded that writing aim to provide information about something, whether an event, view, opinion, or data to readers so that the readers get new knowledge from an article.
d. Benefits of Writing
According to Sardila in Hidayah 2019: 13), the benefits of writing are as follows.
1) To relieve stress. By writing a person can pour out all his heart so that it can reduce the inner pressure felt. Writing can add creativity to someone who can enhance interest in making writing.
2) To save memory. Writing can keep memory longer. By writing someone can reread the ideas that he poured when someone needs them.
3) Writing can help solve problems. When someone wants to solve a problem, he can write down what causes the problem to occur, then write down what things can solve the problem. Such a method can make it easier for someone to find out the root of the problem.
4) Train to think in an orderly manner. When someone makes a proposal to be published, he is required to make it systematically so that the preparation is not wrong and the reader can understand what steps are actually being carried out.
Therefore based on the above opinion can be concluded that writing is very important for the development of student learning, especially in foreign language skills. With writing, students can engage more deeply with the language
itself. Writing can make someone pour his heart which is a simple activity that requires a thought process, making it easier for readers to know the purpose of the writing.
2. Descriptive Text
a. Definition of Descriptive Text
Based on the competence mentioned in the first chapters, several genres that high school student has to learn one of them is descriptive text. In writing a text description that there are at least three things that can be explained, namely humans, places, and objects, a writer should strive to develop words that can make his readers get carried away or feel what is being described (Sinaga 2021:14).
Grammatical characteristics of text descriptive writing are adjectives, noun phrases, nouns, the use of present tense and past tense. A description of the uniqueness of an object depicted is called a description.
b. Generic Structure of Descriptive Text
The structure of descriptive text concist of two parts, such as identification and description. According to Aswat (2019 :15), the the stucture of descriptive text as follows.
1) General description, is a description relating to the universal determination of the characteristics of the thing that will described. It can be based on the position, history, region, benefits, and content of the object.
2) Description of the part, is a detailed exposure of the partsdelivered.
decomposition is carried out on the division which is more specifically than the object described or exposed the thing which is more specific than the
component compiler of the described object.
Therefore based on the statement, it can be concluded that through identification the author can find the sentence as a topic in the paragraph so that the reader can imagine the idea described by the writer.
c. Characteristic of Descriptive Text
According to Jayanti (2019: 5), the characteristics of descriptive text as follows.
1) Descriptive text describes something.
2) The paragraphs described are explained clearly and and in detail and involve sensory impressions.
3) Ther reader will feel the as if directly what is being discussed in the text when reading the descriptive text.
4) The description of an object that becomes the topic is writtenin detail.
5) Descriptive text describes the physical characteristics of the object, size, color, such as shape, or pshycological an object.
6) The story presented is in the form of facts because it requires data.
Therefore descriptive text describes an object, both living and non-living things, which are described in detail. The characteristic of descriptive text is an essay that contains a clear description of an object that can increase the message and impression for the reader, interest, using language that is easy to understand, and make the reader as if experiencing directly the object described.
d. Types of Descriptive Text
Tukan in Jayanti (2019: 15), descriptive texts can be divided into two types,
namely:
1) imaginative/impressionist descriptions, namely paragraphs that describe the space or place where an event takes place. The depiction must be viewed from various aspects in order to be clearly depicted in the minds and feelings of the reader.
2) factual/expository descriptions are paragraphs that describe something by expressing its identity in real terms so that the reader can imagine the real situation.
Therefore based on the description above, it can be concluded that the descriptive text has a special purpose such as informing, describing, and suggesting something in a writing.The author holds a certain role, in writing contains a tone that in accordance with the purpose and objectives to be conveyed.
e. Aspects of Assesment in Making Descriptive Text
Aspects which will be an assessment in writing descriptive text. The conformity between title with content, word selection or spelling and punctuation, neatness of writing, involvement of the sensory,imagination,focusing on the written object,impression of life, and showing objects the written (Aswat 2019: 9).
Therefore Assessment process done by collecting the results student work done at the time learning takes place, by assessing student behavior towards learning write a descriptive text that includes seriousness and activeness of students in writing descriptive text. Results obtained from assessment of writing descriptive text based on the aspect of assessment description essay.
3. Teaching Using Media a. Teaching Media
Learning media in general is a tool in the learning process. In addition, learning media is everything that can used for feelings, concerns, thoughts
and skills of a student so that can encourage the process study. This limitation is quite broad and in-depth which includes understanding resources, environment, people and the method used for the purpose learning/training (Ekayani 2017: 5).
Media from an educational point of view is a very important instrument both in determining the success of the teaching and learning process because its presence can directly provide its own dynamics to students learners (Arsyad 2011: 2).
Based on the definition, it can be concluded that learning media
is something that can be used to distribute teaching materials so that it can make teachers and students more interactive in the learning process. The use of this learning media can help teachers in delivering material practically. Along with the development of today's technology, learning media has become a special attraction for the world of education not only as a tool but also as a distribution of educational messages.
Therefore, the teacher is no longer the only source of learning but learning resources can come from books, nature, newspapers, and electronic media which have a very important role in the learning process.
b. Cisco Webex as Teaching Media
Cisco Webex meeting is an application that can be used as an online learning media. This application can provide an experience to its users with the
features available in it. Related to current conditions that make the learning process not yet conducive to being carried out offline, the presence of this application can help teachers and students continue to carry out online learning.
Chairunnisa (2021: 173) in carrying out online learning requires accessible devices or technologies online anywhere and anytime like PC, computers, mobile phones and more. This application can help students and teachers communicate through video conferences and share screen features.
Cisco Webex provides benefits that a person can get in touch with friends, co-workers online through video and voice. The application can also share documents and multimedia applications to be displayed on forums, integrated audio, video conferencing, to record conversations/edit and play back the recording, easy access so that it can hold meetings easily (Setyo in Qoiriyah 2019:
127). This application also provides a message-based classroom that can be used by teachers and students to discuss and share material through the group chat feature in Cisco Webex Teams. This can make it easier for teachers to continue to carry out the learning process even without meeting face to face.
Therefore Cisco Webex meeting as a video conferencing application can enable screen sharing so that teachers and students can make presentations remotely. This application is very helpful to support when studying from home.
The superior features can be used by users of at least up to 100 participants with a duration up to 60 minutes. This application can be accessed via HP, laptops
or computers, and even from websites.
The use of this application is certainly has a positive and negative impact.
The positive impact is can make the learning process more interactive by utilizing technology that does not require users to meet each other directly because this application can be accessed anywhere and anytime using a cellphone or laptop so that the learning process is not disturbed. The negative impact is students are required to have laptops or cellphones in order to access this application. The use of this application can also reduce the enthusiasm of students in learning because they are accustomed to following the learning process from home without being controlled directly by the teacher.
Syafitri (2020: 20) suggests how to use Webex by following these steps:
1. Open the application installed on the device or go to the address Webex (https://www.webex.com/)
2. Enter the Meeting Number or code that has been given by the teacher. Then enter username, example (Novi Pabanne)
3. Enter your full name and active email example (@[email protected]) 4. Click Join.
5. Enter the Video Conference Room Area and Cisco Webex is ready to use.
The steps to use this app with gadgets include.
1. Download the Cisco Webex meeting application on the PlayStore.
2. After downloading and installing, select Joint meeting and then fill in the data accordingly Asked.
3. Enter meeting number and password if applicable.
4. Wait a while to enter the video conference room.
5. If you are already logged in, select the menu with a picture of the phone
handle so that there is a sound from the phone other.
6. Cisco Webex through ready-to-use gadgets.
Therefore by following the steps in using the Cisco Webex application, the user can more easily operate the application. Cisco Webex is an application that can accommodate many people in one online meeting, This application is equipped with facilities share screen so that it is often used in online learning where teachers can share material at once explain directly (Hutabarat 2021: 2)
Figure 2.1 Cisco Webex Meeting Application Logo
Figure 2.2 Content Sharing Feature
B. Previous Related Study
There are several studies related to the use of Cisco Webex Meeting applications as learning media. This research can support an extensive literature review on learning to use Cisco Webex meeting applications.
The first, according to Setyoningrum (2021), Online Learning From Home With Cisco Webex. From this research, using Cisco Webex meeting in learning has many advantages such as the availability of high-quality video and audio sharing features, being able to automatically record meeting results if important points are missed, having content sharing features, and having a high level of ability on the topics shared. This application can make it easier for students to collaborate on data, control desktop displays and adjust their appearance.
second, according to Ati et al., (2021), PKM Wirausaha E-Learning Cisco Webex Pada Komunitas Wirausaha Pemula Nusantara Yayasan Kawis Kecamatan Pasar Rebo. From this research, the writer explained that Cisco Webex is an interactive media based on information technology that serves as a tool to deliver information, education, and training online. This technology can facilitate communication without the need for face to face.
Third, according Husen ( 2020), Efektivitas Penggunaan Media Cisco Webex dalam Pembelajaran Matematika Ditinjau Dari Kemampuan Penalaran Matematika Siswa Kelas VIII SMP Negeri 4 Baubau. From this research, the reseaecher explained that Cisco Webex meeting allows learners to stay connected to each other even if they are not in a real classroom. Teachers can have meetings with students, other teachers and learning partners as easily as using the phone.
Fourth, Cisco webex application learning is a useful application in distance learning. The use of this application, can be mastered by students if students use this application frequently, so they are proficient and dexterous in practicing this application. (Prabowo et al., 2020) Penyuluhan Aplikasi Cisco Webex Meeting Sebagai Sarana Belajar Daring Mata Pelajaran Kewirausahaan Bagi Siswa SMA.
Based on the previous research above, the writer uses the Cisco Webex meeting application as a learning media. What distinguishes this research with previous research was on previous research using Cisco Webex application for a Community of Interpreneurs, for Indonesian Language subjects, for Interpreneurship subject and Mathematics subject. Meanwhile in this research, using Cisco Webex meeting application to enhance students’ writing skill. This research is expected to provide a solution to the constrained learning process and can make students more interested in learning to write because this application is quite interesting and easy to understand. The benefit of this application is that it can make teachers and students able to carry out learning effectively.
Therefore through the Cisco Webex meeting allows learners to stay connected to each other even if they are not in an actual learning class. This application can be an option to optimize the learning process because it is not bound by space and time.
C. Conceptual Framework This is the conceptual framework :
Figure 2.3 conceptual framework
Conceptual framework in this research will be explain systematically bellow:
1. Input: Refers to the written material that the writer will use in the classroom.
2. Process: In this research, the writer will provide treatment and teach students through the Cisco Webex meeting application.
3. Output: students’ writing skill.
D. Research Hypothesis
The research hypothesis is formulated as follows:
Ho: The use of the Cisco Webex meeting application as a teaching media can’t enhance students’ writing skill of twelve grade IPA 2 SMAN 18 Makassar at the first semester in the academic year 2022/2023
H1: The use of the Cisco Webex meeting application as a teaching media can enhance students’ writing skill of twelve grade IPA 2 SMAN 18 Makassar at the first semester in the academic year 2022/2023
22
CHAPTER III
METHOD OF THE RESEARCH
This chapter deals with the research design, time and location of the research, population of sample of the research, research variable and operational definition, instrument of the research, the procedure of the collecting data, and the technique of analysis data.
A. Research Design
Types of this research is scientific research. Research design is a research design made by the writer as a plan for the activities to be carried out.
This research conducted with a pre-experimental design with one group pre-test -post-test. Pre-test (O1) to determine the initial state. Then held a treatment (X) (treatment) after that a post-test (O2) was held to determine the final result.
Therefore the writer compared the conditions before and after being treatment.
The research design as in the following table:
Table 3. 1 Research design
O1 X O2
Pre-test Treatment Post-test
Where:
O1: Pre-test (before giving the treatment)
X: Treatment (by using Cisco Webex learning media) O2: Post-test (after giving the treatment)
(Mawaddah 2021:4)
B. Time and Location of the Research
This research carried out at SMAN 18 Makassar at komp. Mangga Tiga Permai Daya in Paccerakkang, at Biringkanaya District,Makassar. The writer took four meetings.
C. Population and Sample of the Research 1. Population
The population in this research is the students of the twelve grade of SMAN 18 Makassar in the first semester of 2022/2023 academic year. There are eight classes of the grade XII students consisting of five classes of IPA and three classes of IPS. The population is 322 students.
2. Sample
In this research the writer used a total sampling method. The writer took samples from the students of class XII IPA 2, which is 27 students.
D. Research Variable and Operational Definition 1. Variable of the Research
This research has two kinds of variables, namely the independent variable and the dependent variable. The independent variable is the use of the Cisco Webex meeting application as a teaching media and the dependent variable is students’ writing skill.
2. Operational Definition Of Variable
To prevent particularly related to the terms of the research, the operational definitions of the variable involved is formulated as follows:
a. Writing Skill
Writing is an important skill to be enhance by someone who learns a language. Writing can be a communication tool aimed for readers but writing is not just a communication tool for today but writing is considered more than that.
Writing skill in this study are students' skill in explaining the contents of their minds using several language components related to spelling, vocabulary, grammar, use of capital letters, and punctuation.
b. Cisco Webex Meeting Application
Cisco Webex meeting application is a technology in the form of an internet-based application that can be used by teachers and students in carrying out the learning process to enhance students' writing skill.
E. Instrument of the Research
The material taken from authentic material in learning to go write a descriptive text. The type of text is used is “personal descriptive text”. Students are ask for make a personal descriptive text. The test was given twice, before and after the learning process. The writer gave pre-test to students, to find out the writing skill of the initial sample and then post-test.
Measuring the use of the Cisco Webex meeting application as a teaching media can enhance or not enhance students’ writing skill and see whether the use of the Cisco Webex meeting application as a learning media has a significant effect compared to the usual strategy, the writer compared the result of the pre-test and post-test.
F. The Procedure of Collecting Data 1. Pre-test
Before giving treatment, the writer gave a pre-test to the students with the theme “Describe Yourself” minimum 100 words (40 minutes to gave students’
opportunity to write).
2. Treatment
In the treatment, the writer has explained the material about writing text, especially descriptive text using the Cisco Webex meeting application as a learning media to enhance the students’ writing skill. The treatment carried out in two meetings. At the first meeting, the writer introduced the Cisco webex meeting application as a teaching media. Then, the writer explained the definition, structure of the descriptive text and gave an example of personal descriptive text.
At the second meeting, the writer explained the types of descriptive text and give examples than distributed it to students.
3. Post-test
After giving treatment, the writer gave a post-test to students (the procedure was the same as at the pre-test) for 40 minutes to see the students’
ability after being given treatment.
G. Technique of Data Analysis
Analysis of the data collection in this research used to determine whether or not the treatment can give good results to the students’ writing skill of twelve grade of class IPA 2 SMAN 18 Makassar in the first semester in the academic year 2022/2023. This research is supported by quantitative data analysis.
Quantitative data in this research is in the form of numeric data and can be formulated using statistical methods.
Classifying students’ scores based on the following classification:
Table 3. 1 Scale Scoring
No. Writing Assesment Indicators Score
1. Content Relevant to the topic 5-20
2. Organization Sentence are related to main idea 5-20
3. Structure Grammar errors 5-20
4. Vocabulary Rich vocabulary 5-20
5. Mechanichs Error of spelling, capitalization 5-20
Total 100
(Situmorang, 2018:189) Table 3. 2 Scoring Classification
Score Classification
91-100 Excellent
76-90 Good
61-75 Average
51-60 Poor
< 50 Very Poor
(Depdiknas, 2017:2)
To find out the classification of the scores for each component of the pre- test and post-test, the writer converted students’ scores using the formula:
After getting the students’ scores the writer calculated the mean scores, standard deviation, frequency table, and the value of the t-test identifying the difference between pre-test and post-test by using SPSS version 20.0 program.
28
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter discusses the research findings and discussion of findings.
The finding presented in this section consist of data obtained through tests to see the development of students’ achievements in writing after given treatment using the Cisco Webex application. The research findings were collected through the instruments used during the research. Then, the result of this research are brought into the discussion to answer the research problem.
A. Findings
This chapter dicribes the research findings and discusses the findings. The findngs are correlated with the problem statement stated in the introduction. The findings presented in this section consist of data obtained through tests to see students’ achievement in writing skill after being given treatment using the Cisco Webex application. The next section is a discussion, which discussing the description and review of the findings in this research. The findings that the writer reports in this research, are based on the analysis of data collection and implementation of the techniques described in the previous chapter. Here, the writer will describe the student’ score on the pre-test and post-test.
1. The classification of students’ score in pre-test and post-test
Table 4. 1 Students’ Score and Classification in Pre-Test and Post-Test
No Students’ initial
Pre-test Classification Post-test Classification
1 AFS 50 Fair 89 Good
2 MAS 50 Poor 80 Good
3 KAR 50 Very Poor 95 Excellent
4 Rn 50 Poor 60 Poor
5 SN 50 Very Poor 80 Good
6 MAZ 85 Good 95 Excellent
7 NA 40 Very Poor 60 Poor
8 Nf 50 Very Poor 65 Average
9 SA 55 Poor 80 Good
10 MA 20 Very Poor 60 Poor
11 VEO 45 Very Poor 75 Average
12 NF 80 Good 90 Good
13 MKA 50 Very Poor 62 Average
14 SARU 50 Very Poor 75 Average
15 HRU 60 Poor 79 Good
16 NFA 50 Very Poor 62 Average
17 TP 75 Average 85 Good
18 SNA 45 Very Poor 60 Poor
19 GRSP 65 Average 80 Good
20 AR 50 Very Poor 75 Average
21 NM 58 Poor 80 Good
22 NVK 50 Very Poor 75 Average
23 SNP 55 Poor 80 Good
24 NA 70 Average 90 Good
25 FR 50 Very Poor 78 Good
No Students’ initial
Pre-test Classification Post-test Classification
26 IIH 62 Average 80 Good
27 SWAS 55 Poor 80 Good
TOTAL 1430 2070
After calculating the students' score and classification in pre-test and post- test, students’ frequency and percentage can be seen in the following table:
Table 4. 2 The Frequency (F) and Percentage (P) of the Students’ Score in Pre-test and Post-test.
No Classification Score Pre-test Post-test
F P F P
1 Excellent 91-100 - - 2 7,40%
2 Good 76-90 2 7,40 % 14 51,85%
3 Average 61-75 4 14,81% 7 35,92%
4 Poor 51-60 4 14,81% 4 14,81
5 Very Poor <50 17 62,96% - 100%
Total 27 100% 27 100%
Based on the table above, the results of the pre-test and post-test followed by students showed that in the pre-test there no students who got excellent scores, 2 students (7,40%) classified as good, 4 students (14,81%) classified as average, 4 students (14,81%) classified as poor, 17 students (62,96%) classified as very poor.
In there were 2 students (7,40%) classified as excellent, 14 students (51,85%) classified as good, 7 students (35,93%) classified as average, 4 students (14,81%) classified as poor, and no student classified as very poor.
Therefore the writer found that in the pre-test students had difficulty in making paragraphs relevant to each other and there were several students who had not been able to write paragraphs according to the instructions. After using Cisco Webex as a teaching media in learning writing, students were easier to write in post-test. The results showed that it can enhance students' writing skill.
2. Mean score and standard Deviation
Based on the results of student scores, then tabulated and analyzed using SPSS version 20 to test the statistics of students' pre-test and post-test scores into percentages. The average score and standard deviation of students' writing skill are shown in the following table:
Table 4. 3 Mean Score and Standard Deviation of the students’ pre-test and post-test.
Descriptive Statistics
N Minimum Maximum Sum Mean Std.
Deviation
PRETEST 27 45 70 1430 52.96 6.418
POSTTEST 27 60 95 2070 76.67 10.802
Valid N (listwise) 27
Based on the pre-test and post-test data above, the writer found that there was a fairly good improvement after being given treatment. In the pre-test, the total score was 1430, the average score was 52,96 and the standard deviation was 6,428. Meanwhile, in the post-test, the total score was 2070 with a mean of 76,67 and a standard deviation of 10,802. The total and mean scores of the post-test were higher than the pre-test.
3. Test Of Significance (t-test)
After assessing the pre-test and post-test of students in the experimental class, the writer used the t-test to test the hypothesis. T-test is a test to measure whether or not there is a significant difference between the results of the students' mean scores on the pre-test and post-test. By using t-test inferential analysis or a significance test run with SPSS Version 20, significant differences can be easier to analyze.
In this research, the Null hypothesis (H0) stated that the use of the Cisco Webex application as a learning medium can’t enhance the English writing skill of class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year. While the Alternative Hypothesis (H1) stated that the use of the Cisco Webex application can enhance the English writing skill of class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year. If the significance value is 2 or sig. (2-tailed) is lower than 0.05, H1 is accepted and Ho is rejected.
The t-test of students' writing skill is presented in the following table:
Table 4. 4 result of t-test
One-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N 27
Normal Parametersa,b Mean 0E-7
Std. Deviation 5.96294652
Most Extreme Differences
Absolute .228
Positive .228
Negative -.121
Kolmogorov-Smirnov Z 1.186
Asymp. Sig. (2-tailed) .120
The results of the t-test stated that Sig. (2-tails) is 0.000. The result showed that Sig. (2-tailed) table is lower than the level of significance. So, the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is rejected. This means that the use of the Cisco Webex application as a learning media can enhance students’ writing skill in English for class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year.
B. Discussion
From the results of research conducted by writer, it can be seen that there is an increasing in students' writing skill after being given treatment using the Cisco Webex application as a teaching media. Students' writing skill, especially for the five components (content, organization, structure, vocabulary, and mechanics) before giving treatment were still lack and after giving treatment, there was an improvement to be good. Students’ achievement indicated that the use of the Cisco Webex application as a teaching media made students interested in attending the class because students were got new application that the writer applied. Students are also more creative and active in the learning process.
Therefore, the writers conclude that using Cisco Webex application as a learning media can enhance students' writing skill. Related to the results of statistical analysis of students' writing skill showed that from their pre-test scores;
no students who are classified as excellent, 2 students (7,40%) classified as good, 4 students (14,81) classified as average and 4 students (14,81%) classified as poor, and 17 students (62,96%) classified as very poor. Another case with the students’
writing skill could be classified as good.
In the result of post-test 2 students (7.40%) classified as excellent, 14 students (51,85) classified as good, 7 students (35,92%) classified as average, 4 students (14,81%) classified as poor and none of the students classified as very poor. There are some students who do not succes in classifying because the word list is still lacking so it is difficult to make a sentence into a paragraph, there are also students who when taking the pre-test the score is low but after being given treatment the students feel motivated to learn so that when taking the post-test the score students are high.
The results of the t-test analysis showed that there was a significant difference between the results of the pre-test and post-test. The average score on the pre-test is 52.96 and is classified as poor. While the average score in the post- test is 76.67 and is classified as good. This means that students' writing skill increase after being taught by using the Cisco Webex application as a teaching media. The results of the t-test stated that Sig. (2-tails) is 0.000. The result gives that Sig. (2-tailed) table is lower than the level of significance.
This result means that there is a significant difference between the results of the pre-test and post-test.
In addition, after conducting the research, the writer found that using the Cisco Webex application as a learning media there are several advantages, namely the Cisco Webex application as a teaching media which can make students easier to learn anywhere and anytime with the material provided by the writer. Teachers can also use the Cisco Webex application as a teaching media. More ever students are interested in the explanation of the material because the Cisco Webex
application has audiovisual. This is evidenced by the increasing in student learning outcomes after the writers gave treatment by using the Cisco Webex application as a learning media. The students are also more active during the teaching and learning process. However, the Cisco Webex application as a teaching media also has drawbacks, namely; students cannot be monitored directly while studying, the learning material obtained is limited because it only comes from a summary of the material made by the writer.
During the research, the writer encountered several obstacles, namely during the research process, there were some students who could not attend the learning process due to limited internet quota, during the data collecting process there were some students who not present at school, writers must prepare extra teaching strategies, writers must provide information to students repeatedly. There were also some students who did not want to follow the directions given by the writer during the data collection process, and there are some students who are not orderly in the class such us distrubing each other, walking in the class during the data collection process, and eating in class.
Despite the many obstacles encountered during the research process, the use of Cisco Webex applications as a teaching media has many benefits, although it cannot be separated from several obstacles faced by writers, the existence of learning media as a learning resource will help teachers enrich students’ insights.
Various forms and types of learning media used by teachers become a source of knowledge for students. In the past, the teaching and learning process was only the teacher who was the only source of learning, it became an obtacle becauce
teacher were required to have broad knowledge and understanding when in fact teacher were also human beings who were full of limitations. From the limitations of the teacher can be lessons and experience in developing various strategies, as well as approaches that can be used in the learning process. Therefore, in connection with the above results, it can be concluded that in this research, Cisco Webex application as a teaching media can enhance students' writing skill. The students of class XII IPA 2 SMAN 18 Makassar have good achievements in writing skill after using this application as a teaching media. As stated by Ati et al.
(2021) that Cisco Webex is an interactive media based on information technology that serves as a tool to deliver information, education, and training online. This states that the existence of online learning application can facilitate teachers in learning process even thought they are in differet place with students. This means that with online learning it can reach a wider geographical area, online learning is not limited to certain areas because it can be accessed throughout the world, trains learners to be more independent in gaining knowledge, learners will be more independent, because theu are active and diligent open online learning independently so that more knowledge or insight can be obtained.
37
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consisted of two parts. The first deals with the conclusion of the findings, and the second deal with the suggestion.
A. Conclusion
The results of testing the pre-test and post-test scores on students in the experimental class, the writer used the t-test to test the hypothesis. The results of the t-test stated that Sig. (2-tails) is 0.000. The result gives that Sig. (2-tailed) table is lower than the level of significance. So, the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is rejected. Therefore, it can be concluded that using the Cisco Webex application as a learning medium can enhance writing skill in English for class XII IPA 2 students of SMAN 18 Makassar in the first semester of the 2022/2023 academic year.
B. Suggestion
Based on the conclusions of the research above, the writer has several suggestions, namely:
1. For students, the Cisco Webex application as a teaching media can be used in learning to write. This media provides an explanation of the material and will make it easier for students to write a text.
2. For teachers, the results of this study provide a contribution for teachers in teaching writing texts and as an alternative in enriching their teaching techniques.
3. For writers, this research is expected to be a very important input in solving students' problems in writing and providing information.
38
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