Metode yang digunakan dalam penelitian ini adalah pre-experimental dengan rancangan pretest dan posttest group. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan pada pre-test dan post-test. Garis sebagai media alternatif untuk meningkatkan kemampuan menulis siswa kelas II SMPN 25 Makassar.
The method used in this research is experimental design with one group pre-test and post-test. The writer analyzes the data to determine the mean value and the difference in value between the pre-test and the post-test using random cluster sampling. The result of the study showed that there were significant differences that the students achieved in the pre-test and post-test.
The author gives grateful appreciation to the Dean of Faculty of Teacher Training and Education Drs. All students of class VIII.3 in SMPN 25 Makassar for their participation in this research.
INTRODUCTION
- Problem Statement
- Objective of the research
- Significance of the Research
- Scope of the Research
- Previous Related Findings
- Some pertinent ideas
- Conceptual Framework
- Hypothesis
The students should be able to think about the ideas and then express them in writing. This study is designed to help the students of SMPN 25 Makassar who are in the first year to overcome this inability in the writing class. This research also informs about the students' impressions about the use of Line in writing lessons.
Cortez and Roy (2012) Screen interface design for mobile assisted language learning in ELF in Journal of Language Teaching and Research: Concluded that students have positive response to using mobile phone to complete their task as cited below. For all the previous studies, the researcher is convinced that most of the students have a positive impression of using ITC. In addition to that, on the study conducted by Mahat found three main points in applying mobile learning to the students, they are self-efficacy, preparedness and personal innovation.
In this role, the teacher must be able to identify the interests of the students, relate those interests to learning goals related to the subject, and provide opportunities to achieve certain goals related to the specific circumstances of the student. In this study, Line was used as a treatment to see the possible effects on the students' writing skills. Teaching English can improve students' descriptive writing skills by using Line application as an alternative medium.
H0 : Using Line does not improve students' writing ability H1: Using Line improves students' writing ability.
RESEARCH METHOD RESEARCH METHOD
Research design
The Time and Place of Research
Research Variables and Operational Definition
- Variables of the Research
- Operational Definition
Population and Sample
Instrument of the research
Procedure of Collecting Data
Having some feedback on their personal account through Line are about their writing to know their mistakes. The post-test topic would be the same as the pre-test. The post-test score was used to measure students' ability to use Line to reveal students' achievement in writing skills.
However, in order to make the evaluation of the students more objective, the researcher invites two evaluators to write on the faces of the students in the diagnostic test. All raters use a scoring system based on Jacob's (1981:21) scoring system for (1) content, (2) organization, (3) vocabulary, (4) language use, and (5) mechanics. Analyzing the survey data together, the writer uses the grade point average formula to see the students' achievement in English. In testing the hypothesis of the difference between the mean pre-test score of the student's ability to describe in writing or to know the significant improvement in students' writing, analyzed by t-test.
D = the sum of the total score of different D = the square of the sum score of different N = the total number of students. This chapter consists of two; it is the presentations of the result found by the writer in the field and discussions that explain and interpret the finding.
Findings
The scores gave the students a score in mastery of English grammar, mechanics, content, vocabulary and written organization. There were 2 students classified as good, 12 students classified as fair and 1 student classified as poor. In addition, Table 4.1 shows the classification of all the students' scores based on the pre-test of the experimental class.
In this case, students lack English grammar, mechanics, content vocabulary, and organization. Based on the above table 4.2, 3 students were rated as very good, 10 students as good and 2 students as good. In this case, if we compare the result between pretest and posttest.
The result showed that the students' score increased in the post-test after the writer gave the treatment. Based on table 4.2 for providing treatment, 12 students classified as fair (80%), and 2 students classified as good (13.33%) and 1 student classified as poor (6.67) Based on the percentage students in pre-test above describe most second grade students at SMPN 25 Makassar. Based on Table 4.4, after students received implementation of online learning, 10 students were classified as good students'.
The mean score and standard deviation of pre-test and post-test after classifying students' achievement in grammar, mechanics, content, vocabulary and organization, the mean score and standard deviation of students in pre-test and post-test are present. in the table below. To know whether the mean difference between pre-test and post-test is statically different at the level of significance (15 students), statistical analysis or sample t-test was applied.
Discussion
On the other hand, the result shows that the students have significant progress because most of the students' writing increased by using Line. Therefore, implementing Line in this study has a great impact on students' writing descriptive ability because all the writing components were improved. Line is an effective method of learning for English teacher in Electric Learning, especially in teaching writing skills, in learning completed by the teacher, it was proved by the existence of visible progress after used Line.
The use of the Line method is easy and can be applied in electrical learning, because the basic core of this method is the use of combination of choosing two or more methods and depends on the teacher, a method that is interested in how you use it in learning.
Conclusions
Display interface design for mobile-assisted language learning in the ELF context: A case study in Japan.Journal of language Teaching and Research. 2014. Malaysian university student's perceived learning strategies in Web 2.0-based informal ESL learning. An assessment of students' mobile self-efficacy, readiness and personal innovativeness towards mobile learning in Malaysian higher education.
APPENDICES
Lesson plan RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Selama proses pembelajaran, siswa terbiasa menggunakan bahasa Inggris untuk mengungkapkan pendapat, bertanya dan menjawab pertanyaan. Saat mengungkapkan ide secara lisan atau tulisan, siswa lebih menyukai kata, frasa, atau ungkapan bahasa Inggris. Siswa mau mengajukan pertanyaan kritis tentang masalah yang diangkat dalam teks deskriptif.
Setelah membaca teks anekdot dan teks humor, siswa dapat mengidentifikasi persamaan antara teks anekdot dan teks humor, yang dapat dilihat dari struktur isi dan ciri kebahasaan. Setelah membaca teks deskriptif, siswa dapat mengidentifikasi perbedaan antara teks deskriptif dan teks prosedur, yang dapat dilihat dari struktur isi dan fitur kebahasaan. Berdasarkan karakter yang dipilih, siswa dapat menulis teks deskripsi sesuai dengan struktur isi dan ciri kebahasaan.
Tujuannya adalah untuk mendeskripsikan atau mengungkapkan beberapa orang, tempat atau benda] Jadi dapat dikatakan bahwa teks deskriptif ini adalah teks yang menjelaskan cara mendeskripsikan seseorang atau suatu objek, dari segi bentuk, karakteristik, jumlah dan sebagainya. Tujuan (aim) dari descriptive text juga jelas, yaitu untuk menjelaskan, mendeskripsikan atau mengungkapkan seseorang atau suatu objek. Menyampaikan gambaran wilayah materi dan tujuan pembelajaran yang berkaitan dengan kegiatan yang akan dilakukan oleh siswa.
Siswa secara berkelompok membaca teks deskriptif lain dari berbagai sumber dengan lafal, tekanan kata dan intonasi yang benar. Secara berpasangan, siswa menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks deskriptif yang dibaca/didengar. Siswa menyusun teks deskriptif tentang orang-orang dalam kelompok sesuai dengan fungsi sosial, tujuan, struktur, dan unsur kebahasaan 2.
Instrument
INSTRUMENT
Standard Deviation of the Students in Pre-test and Post-test
The Students‟ Activity on Line
