the impact of using schoology to improve students

A thesis "The Impact of Using School to Improve Students' Writing Skills (A Pre-Experimental Research Design in Eleventh Grade of MAN Selayar) supervised by Syamsiarna Nappu and Junaid. The finding showed that students' writing skills for in terms of content and organization has improved This indicates that using Schoology improves students' writing skills in terms of content and organization.

Tesis “Dampak penggunaan Schoology untuk meningkatkan keterampilan menulis siswa (Desain Penelitian Pra-Eksperimental di Kelas XI MAN Selayar) yang dibimbing oleh Syamsiarna Nappu. Tujuan penelitian ini adalah untuk mengeksplorasi peningkatan keterampilan menulis siswa ditinjau dari isi dan organisasi dengan bantuan Schoology. Hal ini menunjukkan bahwa penggunaan Schoology meningkatkan keterampilan menulis siswa dari segi konten dan organisasi.

My biggest thanks to Dr Syamsiarna Nappu M.Pd as my first supervisor for giving their time and precious patients, to support help and guidance to complete this thesis. Finally, to all those who have provided valuable suggestions, instructions, help and advice to complete this thesis, may Allah bless him and grant him peace.

Introduction

Problem Statement

Based on the above background, the research problem is as follows: Is the use of Schoology effective to improve students' written performance in terms of content and organization. Based on the problem statement above, the aim of the research is: To find out whether or not the use of Schoology is effective in improving student performance. In this case, the researcher focused on the content and organization of the narrative text.

Using the good and correct mechanics will be easy to read and understand the meaning. Using the Schoology application improves narrative text writing skills especially in content and organizing class XI IPA 1MAN Selayar students. English teachers can use schoology as one of the methods in the teaching and learning process, especially when writing terms.

Ita.” Using two lateral strategies to improve students' writing skills in a report text. I will eat anything that angered me, even if it's a big animal like you. Lev had a little doubt about the chancel. Follow me to see your friend's head in the hole.” The lion began to scare.

The students' scores for the pre-test (X1) and post-test (X2), the gain/difference between the matched pairs (D), and the square of the gain (D.

Object of The Study

Significance of The Study

Scope of The Study

Writing is the brain's job of processing ideas, organizing them into sections that can be easily understood (Fatmawati, 2019). This aspect plays an important role in helping the reader understand the author's intention. According to Siahaan, 'There are five of the generic structures of narrative text, such as orientation, evaluation, complication, resolution and re-orientation'.

While the story is debatable as to the truthfulness of its content, it retains the richness of the self-confident society culture. Example: The Story of the Queen of the South Coast, the Weeping Stone, and the Lake of Color. Conclusion At the end of the story, the writer ends the story by discovering all the important things that happened in the story that led to the conclusion.

The researcher calculated the mean score and standard deviation of the students' speaking performance in terms of accuracy, fluency and comprehensibility using SPSS Program Version 24 (IBM SPSS Statistic 24). t-test

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

Definition of writing

Concept of writing

Narrative Text

Schoology

Yuridis Learning, based on UUD No. 19 of 2005 on the National Education Standard, paragraph 19 states that “the learning process in units of study is kept interactive, inspiring, fun, challenging, motivates students to participate actively and provides sufficient space for initiative, creativity and independence in accordance with students' talents, interests, and physical and psychological development”. In the drawing phase, the authors will focus on writing their ideas and will focus on the content rather than the mechanics. When drafting, not all drafts will be written, only the important things that will be at the heart of the writing discussion. This is one of the reasons why researchers have chosen narrative text, because by choosing this kind of text the researcher not only provides insight into how good content can be produced in the right organization or is able to increase students' English vocabulary, but students also learn about childhood. stories.

After clicking on the courses, the teacher created the name of the course tab, then click on the name of the course. The examination, which was conducted after the pre-test, will be aimed at determining the student's prior proficiency in writing in English before the examination, while the post-test will be aimed at determining the improvement of the students' writing ability after the completion of the study. treatment.

Benefit of Schoology

The Implementation of Schoology

For example, students can join the schoolology group created by the teacher as follows. To open the schoology application you can download it from the play store or you can access it directly from google by opening google and then writing schoology in the search column in google. After clicking on the menu, we will be taken to the next menu in this menu. If you don't have an account, click the Login menu and the system will let you choose between student, teacher, or parent, but if you already have an account, click login immediately to continue.

After logging in, it will be directly in the home menu in schoology, then click on courses. After clicking on the course name, the system will immediately display the discussion and questions asked by the teacher, then the students will receive instructions from an understanding teacher and the tasks they will be given.

Conceptual Framework

In this study, the researcher analyzed the growth of students' ability to write narrative text using school as a teaching tool first, the researcher gave a pre-test to the students in the form of a written test after giving a pre-test, the researcher gave treatment using school as a narrative text media for students. After using school as a learning tool, the researcher provided a final test or post-test to find evidence using school as a learning tool that helped improve students' writing skills.h.

Hypothesis

Research Method

Population and Sample
Research Variable
Research Instrument
Data Collection
Data Analysis

And this shows that there is an improvement in the ability of the students to write narrative text in terms of Organizing after using the Schoology application.

Table 4.1 Classification of Content (Pre-test and Post-test)

Findings and Discussion

Discussion

Siswa diberi kesempatan untuk berdiskusi, mengumpulkan informasi, menyajikan kembali dan berbagi informasi tentang teks narasi. Melalui sekolah, siswa mempresentasikan hasil karyanya kemudian ditanggapi oleh siswa lain (Komunikasi). Guru dan siswa menarik kesimpulan tentang hal-hal yang telah dipelajari pada teks narasi, kemudian siswa diberi kesempatan untuk bertanya kembali tentang hal-hal yang belum dipahami dan menuliskannya pada kolom.

Siswa diberi kesempatan berdiskusi, mengumpulkan informasi, menyajikan kembali dan bertukar informasi tentang Isi (Plot, Tema). Pengumpulan informasi dan pemecahan masalah). Guru dan siswa menarik kesimpulan tentang hal-hal yang dipelajari beserta isi (Plot, Tema), siswa kemudian mempunyai kesempatan untuk bertanya kembali tentang hal-hal yang belum dipahami dan ditulis di kolom komentar tentang skolologi (kreativitas). . Siswa diberi kesempatan berdiskusi, mengumpulkan informasi, menyajikan kembali dan bertukar informasi tentang Konten (Karakter, Sudut Pandang). Pengumpulan informasi dan pemecahan masalah).

Guru dan siswa menarik kesimpulan tentang hal-hal yang dipelajari berkenaan dengan isi (karakter, sudut pandang), siswa kemudian diberi kesempatan bertanya kembali tentang hal-hal yang belum dipahami dan dituliskan pada kolom komentar tentang schoolology (kreativitas). Siswa diberi kesempatan untuk berdiskusi, mengumpulkan informasi, menyajikan kembali dan bertukar informasi tentang Isi (Kesatuan dan. Guru dan siswa menarik kesimpulan tentang apa yang telah dipelajari mengenai Isi (Kesatuan dan Kelengkapan), siswa kemudian mendapat kesempatan untuk bertanya lagi tentang hal-hal yang belum dipahami dan tidak ditulis di kolom komentar schoolology (kreativitas).

Siswa diberi kesempatan berdiskusi, mengumpulkan informasi, menyajikan kembali dan bertukar informasi tentang organisasi (urutan kronologis, tatanan spasial, tatanan iklim). Mengumpulkan informasi dan memecahkan masalah). Guru dan siswa menarik kesimpulan tentang hal-hal yang telah dipelajari tentang isi (urutan kronologis, urutan spasial, urutan klimaks), siswa kemudian mempunyai kesempatan untuk bertanya kembali tentang hal-hal yang belum dipahaminya, yang ditulis di kolom komentar. dalam pendidikan (kreativitas). Siswa diberi kesempatan berdiskusi, mengumpulkan informasi, mempresentasikan kembali dan bertukar informasi tentang organisasi (arah, alur dan resolusi). Mengumpulkan informasi dan memecahkan masalah).

Guru dan siswa menarik kesimpulan tentang hal-hal yang telah dipelajari tentang isi (organisasi, alur, resolusi), siswa kemudian mempunyai kesempatan untuk bertanya kembali tentang hal-hal yang belum dipahami dan menulis di kolom komentar tentang persekolahan (kreativitas).