The aim of this research is to find out whether or not the use of the blended learning model is effective in improving the writing skills of students in the eleventh grade of SMA Negeri 19 Gowa. The population of this study was the eleventh class of SMA Negeri 19 Gowa, which consisted of 181 students. The study results showed that the class XI MIA 2 of SMA Negeri 19 Gowa scored fairly in the pre-test.
Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan model blended learning efektif dalam meningkatkan keterampilan menulis siswa pada siswa kelas XI SMA Negeri 19 Gowa. Populasi penelitian ini adalah kelas XI SMA Negeri 19 Gowa yang berjumlah 181 siswa. Temuan penelitian ini menunjukkan bahwa kelas XI MIA 2 SMA Negeri 19 Gowa mempunyai nilai kelulusan pada pre-test.
The Dean of the Faculty of Teacher Training and Education, Erwin Akib, M.Pd., Ph.D., the Head of the Department of English Education, Ummi Khaerati Syam. Si, the teachers and class XI MIA 2 students of SMA Negeri 19 Gowa for their help in completing this thesis.
INTRODUCTION
- Background
- Research Problem
- Research Objective
- The Signiicance of The Research
- The Scope of the Research
Thus, writing skill is important communication that must be learned to increase students. Several researchers have been done discussing a blended learning model. 2011) improve students' writing skills by integrating Facebook with peer assessment and blended learning with first-semester students' English at Taiwan University of Technology. Furthermore, Bakir and Adas (2013) improve students' paragraph writing ability through blended learning method using MOODLE (online treatment) to second semester English Language Learners (ELLs) at University in Palestine.
In addition, previous studies have examined students' writing skills on various aspects such as content, coherence, grammar, capitalization, punctuation, etc. By carrying out this treatment, the blended learning model had positive and effective effects to improve students' writing skills . Therefore, the researcher was interested in conducting a study titled, “The Effectiveness of the Blended Learning Model on Student Writing Skills in 11th Grade Students of SMA Negeri 19 Gowa”.
The objective of this research is to determine whether the use of blended learning model is effective in improving the writing competence of eleventh grade students of SMA Negeri 19 Gowa. The scope of this research was limited to the application of the blended learning model in improving students' writing competence.
REVIEW OF THE RELATED LITERATURE
Some Partinent Ideas
- The Concept of Blended Learning Model
- The Concept of Writing
- The Concept of Narrative Text
The Conceptual Framework
Testing Hypothesis
In this research, the alternative hypothesis said that using a blended learning model is effective for improving students' writing competence. In this research, the null hypothesis said that the use of blended learning model is not effective to improve students' writing competence.
RESEARCH METHODOLOGY
- Research Design
- Population and Sample
- Research Variables
- Research Instrument
- Procedure of Collecting Data
- Technique of Data Analysis
The indicator in this research is the students' writing skills in relation to content and organization. The significance difference (t-test) between the students' Pre-test and Post-test, the researcher used IBM Statistic SPPS 20 Software. Content description of the students' writing competence The students' content competence in writing described through mean scores and post-test scores.
Students' organizational competence in writing is described through the mean score and the post-test score. The mean score of the pre-test indicated the students' score after the administration of a treatment, and the mean score of the post-test described the organizational competence of the students after the treatment. Significance between pre-test and post-test score of students' content-wise narrative text writing.
Significance between pre-test and post-test score of students' narrative text writing in organizational aspect. They are the content competence of the students in the pre-test and post-test and of the students". Organizational competence of students in pre-test and post-test The average score of organizational competence of students in pre-test was 54.80.
In conclusion, the use of the Blended Learning Model can improve students' competence in terms of content and organization. It can be shown by the students' written test in the pre-test and post-test. Then, the students' narrative text is written in the post-test, which could understand the content and organization.
Using the "Pakem" approach (active, creative, effective and joyful learning) to improve students' speaking skills. 4 List Sample name B.5 Distribution of t-table B. B.1. The student's pre-exam and post-exam results in terms of content and organization B.1.1. The student's pre-exam and post-exam result in the organization's term samples Pre-test Post-exam result.
RESEARCH METHODOLOGY
Research Findings
This is description of the students' writing ability in terms of content, description of the students' writing ability in terms of organization and hypothesis testing. The pre-test mean score showed the students' score before a treatment was given and the post-test mean score described the students' content competence after the treatment. This was proven by looking at the average score of the students in Pre-test which was 54.80 and Post-test which was 80.25.
Discussion
This criterion is described based on a rubric that explained that students appeared confused and disjointed in their writing. This criterion is described based on a rubric that explained that students organize their writing better. This was proven by looking at the average score of the students in the pre-test of 59.45 and the post-test which was 78.85.
In other words, we conclude that there was a significant effect of using the blended learning model in improving students' writing content competence in the eleventh grade of SMA Negeri 19 Gowa. This was proven by looking at the average score of the students in the pretest of 54.80 and the posttest which is 80.25. Thus, we can conclude that the use of the blended learning model had a significant effect on the students' writing competence.
Peningkatan penulisan narasi mahasiswa melalui pembelajaran kontekstual (CTL) pada tahun kedua (disertasi doktoral, Universitas Lampung). Siswa bekerja berpasangan menyusun contoh teks narasi acak menjadi teks narasi yang sesuai (Lampiran 2). Secara berpasangan, siswa melengkapi contoh teks narasi yang dilihat melalui video dengan menuliskan komplikasi pada teks narasi tersebut (Lampiran 4).
Secara berpasangan, siswa melengkapi contoh teks narasi yang telah dilihatnya melalui video dengan menuliskan kesimpulan dari teks narasi tersebut (Lampiran 5). Kancil bertanya, “apa yang terjadi?” dan kerbau menjawab, “buaya itu menggigit kakiku ketika aku sedang membantu mencabut dahan besar dari lehernya”. Buaya selanjutnya berkata, “Aku lapar dan kamu berada di wilayahku, jadi aku menggigitmu, kerbau malang.” Buaya (tertawa ke-9) pada kerbau.
Kancil said to buffalo, "It is impossible that you helped the crocodile, so the crocodile had the right to bite you." The buffalo said, “I am not telling a lie.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Teaching Narrative Text in Improving Writing to Tenth Grade Students at SMA Negeri 1 Petarukan, Pemalang (Doctoral Dissertation, Universitas Negeri Semarang). Arrange these sentences below into the correct paragraph and rewrite them into a narrative text with exactly the generic structure. Kancil, who was on his way to the lake, heard the voice of the buffalo.
Fill in the following narrative text with the correct form of the verbs in the box and the complication of the narrative text exactly.
