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(A Quasi-Experimental Study at Tenth Grade Students of SMA Negeri 4 Kota
(A Quasi-Experimental Study at Tenth Grade Students of SMA Negeri 4 Kota
(A Quasi-Experimental Study at Tenth Grade Students of SMA Negeri 4 Kota
USING FACEBOOK
A “Skripsi”
By:
PUTRI AISAH NINGSIH NIM: 1110014000124
i
ABSTRAK
ii
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim
Alhamdulillah, the writer thanks to Allah SWT, The lord of the word. He
always gives strong and favor in completing this “Skripsi” by the title “The
Effectiveness of Teaching Writing Recount Text by Using Facebook” without any
obstacles. Blessing and salvation be upon beloved Prophet Muhammad SAW and
his family, his companions, and his followers.
The writer wants to thank a lot to all people who support and help her.
She realizes without their support and help, she could not be able to finish this
“skripsi”.
In this opportunity, the writer would like to express her gratitude to Dr.
Farida Hamid, M.Pd and Yeni Rahmawati, M.Ed., for their valuable advice,
guidance, dedication, corrections, and suggestions in finishing this “skripsi”.
There are also some people that the writer would like to thank to:
1. Dra. Nurlena, M.A., Ph.D., the Dean Faculty of Tarbiyah and Teachers
Training the State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., the head of English Education Department.
3. ZahrilAnasy, M.Hum., the Secretary of English Education Department.
4. All lecturer of English Education Department who have already taught
the writer during his study at UIN SyarifHidayatullah Jakarta.
5. Suhermin, S. Pd., M. Si., the Headmaster of SMA Negeri 4 Kota
Tangerang Selatan who has allowed the writer to conduct and observe the
research at the school.
6. The writer wants to give her sincerest gratitude to her beloved parents
(M. Sidik and Sariyah) for their support and always pray her until the
Degree of Strata–I (S1), her beloved sister (Erna Rahmawati S.Pd and
RostikaSE.i), and her beloved little sister (Annisa Rizki Mulyasari).
iii
7. Her best friends: Gadis, Saa, Nurul,Tazka, Ade, Rini, Rustini, Wiwin,
Febri, Yusri, Uswah, Ida, Alvi, Tami who always give her support and
courage through these years and thanks for being good friends.
8. Her friends in English Education Department 2010, class A, B, and C.
thanks for giving support, sharing their time and being good friends..
9. All people who have given their help in writing this “Skripsi” that the
writer could not mention it one by one.
The words are not enough to appreciate for their help and contribution in
writing this “Skripsi”, may Allah SWT., the almighty bless them all. Finally, the
writer realizes that this “Skripsi” is not perfect yet. Therefore, the writer would
like to accept critics and suggestion from everyone who reads this “Skripsi”
Finally, the writer expects this “Skripsi” will give valuable information for
development of scientific education and become the inspiration for people who
read it.
The writer
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TABLE OF CONTENTS
Page
APPROVEMENT SHEET
ENDORSEMENT SHEET
ABSTRACT.....................................................................................................i
ABSTRAK....................................................................................................... ii
ACKNOWLEDGEMENTS...........................................................................iii
TABLE OF CONTENTS................................................................................v
LIST OF FIGURES........................................................................................ix
LIST OF APPENDICES................................................................................ x
CHAPTER I: INTRODUCTION
A. Writing.................................................................................................7
1. The Definition of Writing..............................................................7
2. The Writing Process.......................................................................8
v
3. The Purposes of Writing................................................................9
B. Recount Text........................................................................................9
1. The Definition of Recount Text.....................................................9
2. The Kinds of Recount Text............................................................10
3. The Generic Structures of Recount Text........................................12
4. The Language Feature of Recount Text.........................................14
C. Facebook.............................................................................15
1. The Definition of Facebook...........................................................15
2. The History of Facebook...............................................................16
3. The Features of Facebook..............................................................17
4. Positive and Negative Influence of Facebook...............................19
D. Facebook as a Medium of Language Learning...................21
E. Teaching Recount Text Through Facebook.........................................22
F. Advantages and Disadvantages of Using
Facebook in Teaching Writing Recount Text.......................................23
G. The Relevant Previous Study..............................................24
INTERPRETATIONS
A. Data Description..................................................................................33
B. The Test of Hypothesis........................................................................ 38
C. Data Interpretation..............................................................38
vi
A. Conclusion...........................................................................................40
B. Suggestion........................................................................................... 40
BIBLIOGRAPHY42
APPENDICES45
vii
LIST OF TABLES
Page
Table 2.1 Example of Generic Structure of Recount Text13
Table 3.1 A Scoring Rubric for Writing27
Table 4.1 The Test Result of Experimental Class33
Table 4.2 The Test Result of Controlled Class34
viii
LIST OF FIGURES
Page
ix
LIST OF APPENDICES
Page
Appendix 6 Pre-test........................................................................................78
Appendix 7 Post-test.......................................................................................79
x
CHAPTER I
INTRODUCTION
1
2
1
Kementrian Pendidikan dan Kebudayaan, Kurukulum 2013 Kompetensi Dasar Sekolah
Menengah Atas dan Madrasah Aliyah, 2013, p. 160
2
Elanneri Karani, Area of Problems in Writing Recount Text, Jurnal Pendidikan Inovatif,
Jilid 4, No. 1, September 2008, p. 11
textbook. It makes the students less comprehended the material, and the
students cannot produce their own sentence in English in the end of the class.
Some students can consider English subject as a boring class because of the
teaching technique that is used by the teacher.
In this case, the writer suggested Facebook as a medium of instruction in
teaching writing to be more effective. There are some reasons why using
Facebook is really effective for students to write. The first reason is because
Facebook is free. There are many social media, such as Blackberry
Messenger, WhatApps, Twitter, Instagram, and Path that spent a lot of money,
but Facebook is free. The second is because Facebook is flexible. Facebook
can be accessed in anywhere and anytime, and Facebook can also be accessed
through cell phone and computer. This flexibility makes Facebook more
special than other social media. The other reason is that the students can show
and tell what they will talk about. The students can show some pictures and
share it on Facebook, so the others can also see it.3
As the most popular sites in Indonesia, Facebook can be a meaningful
environment for improving students’ writing skill. If some students can make
a new post on Facebook for a day, so it will be effective if they write their
post in English in order to practice English writing. According to Rita,
Facebook can have a positive influence in improving students’ literacy.4 She
states in her paper that the students can comment and get a good feedback
from others. She describes that comment and peer feedback can be a positive
influence for students to learn English. It can be concluded that Facebook can
be a positive influence to improve students’ writing skill on recount text.
When the students can comment to each other, they can take a good response
and feel more open to be a better writer.
3
50 Reasons to Invite Facebook Into Your Classroom,
http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/,
accessed on January 10, 2014.
4
Rita Inderawati Rudy, From classroom to peer comment in Facebook: bridging to
establish learners’ literacy. International conference “ICT for language learning”, Palembang:
Pixel, 4th edition , 2011. P. 1
To help students to solve these problems, it needs another technique in
teaching writing to be more interesting for the students. In this case, the
writer used Facebook as a medium of instruction. As the writer explained
above that there are many advantages in using Facebook for the students, the
writer hoped that Facebook can improve their writing skill.
On Facebook, the students can share their ideas about something. Their
friends can also take a look and give some arguments to each other. Their
vocabulary items will improve if they write it in English. By using peer
feedback, the students learn how to correct their friend’s work. Some
researchers describe that avoiding face-to-face interaction can lower down
students’ anxiety. Even though they write the sentence grammatically
incorrect, they are still confidence to use English on their writing on
Facebook. Furthermore, when the students discuss on Facebook, they do not
have to use their real name, so they can give comment and feedback to each
other without any anxiety. In other hand, the students who might not speak up
can contribute on Facebook where they may be more comfortable.
Sometimes, when teacher asks this kind of students they will not answer the
question because they are not confident enough in class. In other word,
Facebook makes shy students can shine.5
Based on the background above, the writer conducted a research on The
Effectiveness of Using Facebook in Teaching Writing Recount Text. This
research was conducted on tenth grade students of SMA Negeri 4 Kota
Tangerang Selatan
5
50 Reasons to Invite Facebook Into Your Classroom,
http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/,
accessed on January 10, 2014.
2. Students only do the exercises from textbook. Therefore, it makes
students less comprehended the materials.
3. Many students have Facebook account for updating their status, but they
use Bahasa Indonesia for updating their Status.
4. Students have anxiety in writing English. In other hand, while it comes to
Facebook, they will have confidence in writing English.
5. Teachers usually use traditional technique for teaching writing recount
text.
6. Facebook is assumed to be one of the effective media for teaching writing
recount text.
THEORETICAL FRAMEWORK
This chapter presents and discusses theory that is connected with the
study. The discussion focusses on writing and Facebook. In writing, it will discuss
about definition of writing, the writing process, and the purpose of writing. In
recount text, it will discuss about definition of text, the definition of recount text,
the kind of recount text and the schematic structures of recount text, the language
features of recount text, and the example of recount text. In Facebook, it will
discuss the definition of Facebook, the advantages of Facebook, the disadvantages
of Facebook. Then, the last is about teaching class using Facebook.
A. Writing
1. Definition of writing
Writing is one of the important skills to master by the students. They use it
to communicate to each other, as means of ideas and emotional expression.
According to Tricia Hedge, writing is about expressing idea that a writer is
unable to express what a speaker able to express, such as gesture, body
movement, facial expression, pitch and tone of voice, stress and
hesitation.1Thus, a writer has to be able to write an effective writing in order
to make a reader understand by developing and organizing ideas, a careful
vocabulary choice, grammatical pattern, and sentence structure to make
which is appropriate to the subject matter and the eventual readers. As far as I
am concerned, writing is the most difficult skill in English. The first reason is
because the writer should master English grammar, and the language use in
writing is completely different from the language use in spoken language.
Another reason is because the word choice in writing is strictly chosen to
make the writer’s idea make sense. In concussion, writing skill is a skill that
1
Tricia Hedge, Resource Books for Teachers Writing, (Hongkong: Oxford university
press, 1988), p. 5
7
8
2
Barbara Fine Clouse, A Troubleshooting Guide Strategies and Process for writers,
(New York: McGraw-Hill, 2005), p. 5-6
Editing is the last process of writing. In this process, the writer should
hunt for errors, especially in grammatical errors. The writer should
edit more than once, so the writing can be free of errors.3
B. Recount Text
1. The Definition of Recount Text
One kind of texts that is learned by Senior High School Students is
recount text. Recount text is one of text types that retells past events.
According to Anderson, a recount is a piece of text that retells pasqt
3
Ibid, p. 5
4
Tony Stead and Linda Hoyt, A Guide of Teaching Nonfiction Writing, (Portsmouth:
Greenwood Publishing Group, 2011), p. 13
5
Ibid, p. 13
events, usually in order in which they happened. 6 Thus, the special
features of recount text could be found in its sequence of events in which
the past event is written chronologically. The purpose of the text is usually
to give the reader a description of event. Besides, its most common
purposes are to inform and to entertain.
In other word, recount text is one type of texts that retells some
events in the past in order to inform and entertain the reader. Recount text
includes eyewitness account, newspaper report, letter, conversation,
television interviews, and speeches.7
6
Mark Anderson and Katy Anderson, Text Types in English 2, (South Yarra: Macmillan.
1997), p. 48
7
Ibid, p. 49
8
University of Canberra, UC High School Kaleen Writing Handbook, (Canberra:
University of Canberra, 2011), p. 26
9
L. G. Alexander, Practice and Progress: An Integrated Course For Pre-intermediate
Students, (England: Longman, 1990), p. 17
thought about postcards. My holidays passed quickly, but I did not
sand any cards to my friends. On the last day I made a big decision.
I got up early and bought thirty-seven cards. I spent the whole day
in my room, but I did not write a single card!
b. Factual Recount
A factual recount is a list of record of a certain event. It can be
used to retell the particular incident or event, such as an accident
report, eyewitness, science experience, historical events, and
newspaper report. Its purpose is just to inform the reader about what
was going on in the past. The example of this text as follows:
The X Files10
The X Files is one of television’s most popular shows
watched each week by millions of people in over sixty countries.
The show was created by Chris Carter a former magazine
editor, who always wanted to make a cool and scary television
series. His idea for The X Files came after he saw the result of a
survey that said three of every hundreds Americans believed that
aliens had captured them.
Carter’s next step was to produce a pilot episode, which
was to be the beginning of the series. When it was shown on
American television, it received poor reviews.
After a while the audience grew and The X Files became
popular with both adults and teenagers. By this time carter was
able to spend more on production.
The X Files has been nominated for many awards and
continues to attract a growing audience.
10
Mark Anderson and Katy Anderson, op. cit. , p. 52
c. Imaginative Recount
An imaginative recount retells an imaginative story through the
eyes of a fiction character. It means, the event that happened in the
text do not occur in the real life. Its purpose is usually to entertain, and
it usually can be found in textbook.
From those three kind of recount text, it can be seen that there is
one typical characteristic that is the text is retell the event in the past
chronologically. The example of this text as follows:
As It happened11
One very spooky encounter with UFO (unidentified flying
object) occurred in May 1974 involving a couple driving from
Zimbabwe to South America.
As they carefully drove throughout the night they saw a
flashing blue-white light that was going on an off in a slow, steady
rhythm. Shortly after noticing this, the car was covered in a bright
circle of light.
Inside the car it suddenly became very cold. The couple
wrapped themselves in thick blankets and turned on the heater but
they still shivered.
Then their car began to act very strangely. Suddenly the
headlights went off, the brakes failed, the steering wheel locked
and the fuel gauge showed empty. Next the car began speeding up
and raced along the road at 190 kilometers an hour. To one side of
the car, the UFO continued to follow.
The drier and his passenger lost consciousness. When they
awoke they were near the small town of Fort Victoria. The car’s
odometer showed that only 12 kilometers had been traveled, yet
the distance from where they first saw the UFO to Fort Victoria
was 290 kilometers.
11
Ibid., p. 50
Although the couple’s description of what happened
contained plenty of details, many people find it hard to believe that
UFOs do exist.
a. Orientation
Recount begins by telling the reader who was involved, what
happened, where the event took place, and when it happened.
Orientation gives reader background information needed to understand
the text, and the reader will recognize about scene setting and context of
the text.
b. Sequence of Events
Event is the main activities that occurred in the story of the text. In
writing recount text, events are ordered in a chronological sequence.
Sometimes, additional detail is added to the text to give some
information for reader.
c. Reorientation
Reorientation is a closing statement that may include elaboration.
Some recount texts also have a concluding paragraph. In this
concluding paragraph, the writer can give his/ her personal comment or
statement, but it is optional one.
12
Lancashire County Council, Primary Framework Support for Writing, non-fiction,
(Lancashire County Council, 2008), p.6-7
Table 2.1
Example of Generic Structures of Factual Recount Text
Title The X Files13
Orientation The X Files is one of television’s most
popular shows watched each week by millions of
people in over sixty countries.
Sequence of Events The show was created by Chris Carter a
former magazine editor, who always wanted to
make a cool and scary television series. His idea for
The X Files came after he saw the result of a survey
that said three of every hundreds Americans
believed that aliens had captured them.
Carter’s next step was to produce a pilot
episode, which was to be the beginning of the
series. When it was shown on American television,
it received poor reviews.
After a while the audience grew and The X
Files became popular with both adults and
teenagers. By this time carter was able to spend
more on production.
Reorientation The X Files has been nominated for many
awards and continues to attract a growing audience.
C. Facebook
1. The Definition of Facebook
Facebook is one of social networking media. Social networking is
that the use of a website to connect each other who has similar interest,
hobby, school, etc. Since Facebook was invented in 2004 by Mark
Zuckerberg, it has been widespread used in all around the world.
Facebook as one of social media is very usefull for people to
communicate to each other. The Education Foundation of The UK’s
Education Think Tank defines Facebook as a social utility that can
connect us to people, brands, and organizations we care about. 17 It means
Facebook is not only to connect people to people, Facebook can also as a
medium to share our feeling, product, brands, and organization.
The Education Foundation of the UK’s Education Think Tank
explores about the usefulness of Facebook as a medium of digital
learning. They explain that many people nowadays can use many digital
14
Ibid., p. 50
15
Lancashire County Council, op. cit., p. 7
16
Goverment of South Australia, Engaging in and Exploring Recount Writing: A
Practical Guide for Classroom Teachers,(Australia: Government of South Australia Department
for Education and Child development, 2012), p.2
17
The Education Foundation, The UK’s Education Think Tank, Facebook Guides for
Educators: A tool for Teaching and Learning, (New Zealand: The Education Foundation, 2013),
P. 2
media to communicate to each other even for young people. The people
can use their digital devices through mobile and static devices. This
digital technology can also be accessed in real time, cheap, and flexible.
As a result, this foundation tries to make the education on Facebook more
social.18 It can be concluded that many people use Facebook for many
reasons, and Facebook can be a good medium for teaching and learning.
Many people feel an enjoyment in updating status on Facebook
because other people can see their status and give some argument. This
kind of application is the reason why many people usually use Facebook.
It makes many people can still connected even they feel close to each
other because they can share their feeling and affection. The users can
also post their updates safely with privacy setting. The users have to make
sure that their post is not widely spread,so with the privacy setting, the
users can enforce the audience.19
In term of writing, Facebook has become a media for students to
write, but it is different from the writing that has been done in school. The
students usually use informal language in Facebook, and they unable to
consider writing as an engaging activity. They also cannot recognize that
Facebook can be their medium for improving their writing to become a
better writer. As a result, they write on Facebook with no purpose of
improving their writing skill.
18
Ibid, P. 4
19
The Facebook Team, Facebook for Educators and Community Leaders, A Practical
Guide to Help Teens Navigate Facebook, (Facebook Family Safety Center: 2013), p.5
Facebook was launced in February, 2014 by Mark Zuckerberg as a
media to connect and interact among Harvard university students.20 Two
weeks after it was launched, half of Harvard University Students have
registered and owned an account in Facebook. At first, Mark wanted to
make Facebook as a social networking among Harvard students, so only
Harvard students could join and access it through their Harvard email id.
However, Mark and the other founders changed their mind. They thought
it was good to make Facebook widespread. Now, Facebook can be
accessed by many people who have an email id
20
http://en.wikipedia.org/wiki/History_of_Facebook, accessed on November 10, 2014
21
Steven Holzner, Facebook Leverage Social Media to Grow Your Business Marketing,
(New York: Que Publishing, 2009), p. 25
22
Ibid, p. 12
23
Jason Alba & Jesse Stay, I’m on Facebook Now What???, (Califonia: Happy About,
2008), p. 8-9
Facebook users have changed their profile setting into Timeline
Profile. The Timeline Profile as follows:
c. Inbox or Message is the section where the user can find all of the messages that people send through Facebook.24This se
sent in Inbox cannot be seen by other users.
26
The Facebook Team, Facebook for Educators and Community Leaders, A Practical
Guide to Help Teens Navigate Facebook, (Facebook Family Safety Center, 2013), p.5
27
Steven Holzner, Op. cit., p.45
28
Jason Alba & Jesse Stay, Op. cit., p. 18
29
Steven Holzner, Op. cit., p. 101
30
Todd Kesley, Social Networking Site: From Facebook to Twitter and Everything in
Between, (Apress: United States of America, 2010), p. 28
4. Positive and Negative Influence of Facebook
Facebook has both negative and positive influence. The positive
influence that the user can get are:
a. Socializing.31 This is one of the positive influences from Facebook.
Sometimes, the user can meet his old friends through Facebook, or he
can meet someone that he has known before.
b. Facebook for business. These days, many people use Facebook not
only for chatting to each other, but they also use Facebook to promote
their products, brands, and institutions. The users need to make a
homepage to share their brands or products on Facebook.
c. Facebook Group.32 There are many groups that the users can join.
They can share information, interest, and hobby in that group. The
member of Facebook group can from many Facebook friends, such as
member of family, schoolmates, a sport club, or any other grouping
that the users desire.
a. Facebook makes the user addict to use it. He can spend a lot of time
using Facebook, and sometimes he ignore the people around them.
The user prefers to spend time with their friends on Facebook rather
than to communicate with his friend directly. If this condition usually
happens, it can decrease the verbal communication ability of the user
b. The students spend more time to use Facebook rather than to study. it
makes them becoming less responsible to do their homeworks. The
more time they spend on using Facebook, the more irresponsible they
become.
31
Anne Collier and Larry Magid, A Parents’ Guide to Facebook, (ConnectSafely.org:
2012), p.3
32
Ibid, p.23
c. If those two bad influences always happen, it causes the decreasing of
students’ achivement. The students become lazy to do their duty from
their school. Their concentration on studying is also decreasing
because they overuse Facebook in their daily life.
33
Mary Ellen Butler-Pascoe and Karin M. Wiburg, Technology and Teaching English
Language Learners, (USA: Allyn and Bacon, 2003), p. 7
34
G. Blattner, &Fiori, M. Facebook in the language classroom: Promises and
possibilities. Instructional Technology and Distance Learning (ITDL), 6(1), 2009, 17−28, P. 20
teamwork in organizing the problems and finding a solution for the
problems.35
From those explanations, it can be concluded that Facebook has many
usefulness for language learning. Facebook can be a medium for improving
students’ language skill. By using a good methodology, Facebook can be
appropriate and have a good impact for language learning.
35
Alhomod, Sami M. and Mohd Mudastir Shafi, Facebook as a Tool to Enhance Team
Based Learning. Saudi Arabia: (IJACSA) International Journal of Advanced Computer Science
and Applications, Vol. 3, No. 12, 2012, p. 52
F. Advantages and Disadvantages of Using Facebook in Teaching
Recount Text
When the teacher decides to use Facebook in classroom, some problems
will come up when it is applied. In this case, in teaching recount text by using
Facebook there must be some advantages and disadvantages.
The advantages of using Facebook in teaching writing recount text is that
the teacher can bring the classroom into Facebook because one features of
Facebook is Group, so the teacher can make students join the Facebook
group. As a leading social network, Facebook is believed to be the most ideal
social networks to analyze the possibilities of interaction in classroom
environment.36 The teacher can share the example, pictures, and video about
recount text, so the students can comment and argue in the group. When they
use Facebook, the relationship between teacher and student can also continue
after the course. It creates a social bond between student and teacher by
interaction on Facebook.
However, some students in Indonesia do not currently use Facebook today
because there are many social networking sites around them. It is one of
disadvantages of Facebook in teaching recount text. Social networking sites
such as Blackberry Messanger, WhatApps, Twitter, Instagram, and Path are
commonly used by students. It is hard for teacher to apply Facebook for
teaching recount text even though Facebook is more appropriate for it.
Furthermore, when the teacher shares video or text on Facebook group and
wants a faster feedback, it is hard to make the students online one at a time.
In conclusion, there is always advantage and disadvantage if Facebook is
applied in the classroom. Thus, the teacher should be able to overcome the
problem as well.
36
Joan-Francecs Fondevila-Gascon, Use of Social Networks in Language
Learning: Advantages and Disadvantages, ICT for language learning, 6th edition, p.1
G. The Relevant Previous Study
There are many researchers whose study about Facebook as a medium of
language learning. The first researcher is Giyatno. He is from Graduate
School of Sebelas Maret University. His thesis is about “Improving Students’
Writing Skill on Recount Text Using Questioning Technique and Facebook
Media”. He used four stages of questioning technique to teach recount text.
The stages are building knowledge of the field, modeling the text, joint
construction of the text, independent construction of the text. The researcher
used Facebook in the first and second stage, and he applied the questioning
technique also on Facebook. The third stage he had done in classroom by
asking the students some guided questions to be discussed. Finally, the
students made their own text, and had been asked to post it on Facebook. The
result of his research is that questioning technique and Facebook increased
students’ motivation, gave ideas, improved vocabulary mastery, improved
their cooperative with their friends and Facebook creativity. This
improvement can be seen on students’ pre-test and post-test. The average
score of students in pre-test was 64, cycle 1 is 69 and cycle 2 is 79.
The second researcher is Liza Umami. She is from Social Science
Department of State Islamic University Syarif Hidayatullah Jakarta. Her
research is about “Hubungan Penggunaan Facebook Terhadap Kedisiplinan
Belajar Siswa Pada Pembelajaran IPS di MTS Al Husna Lebak Bulus
Jakarta Selatan”. She used observation, questionnaire, interview and
documentation to collect her data. Her research is to know the relationship
between Facebook and students’ discipline in learning Social Science. The
result shows that the Facebook usage among students is relatively good. It
means the students don’t overuse it in their daily life. The students’ discipline
is also good because based on the research result; there is a significant and
positive correlation between the Facebook usage and students’ discipline in
leaning Social Science.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this
study. It consists of place and time of the study, method of the study, population
and sample, technique of data collection, technique of data analysis, and statistical
hypotheses.
B. Method of Study
This research employed a quantitative design of using experiment. In this
research, the students in the experimental class were taught using Facebook
and in the controlled class without using Facebook. In the first meeting, it
was the pre-test distribution. The following meetings were the treatment for
experimental class that is the teaching writing recount text by using
Facebook. In other hand, the controlled class used slide presentation as a
medium of instruction. Then, in the last meeting, the post-test were given to
both classes.
25
26
writer chose 20 students from each class as sample of this study. The writer
chose these classes due to the fact that the writer has found the students’
English writing problem in the class. This kind of sampling is usually called
as purposive sampling. Purposive sampling is the use of sample with some
purposes in which the writer has already had. 1 The purpose is that to know
whether Facebook is effective for students to write Recount Text or not.
.
D. The Technique of Data Collection
The technique of data collecting is test. The test type is an essay test.
The writer used guided questions for the the students to write. The test was
done for getting the objective data of students’ achievement in teaching
writing recount text by using Facebook. The writer applied two kinds of
test, namely pre-test and post-test.
1. Pre-test
The writer gave pre-test for the students in the first meeting in
order to know the capacity of the students’ competence between the
experimental class and the control class. In the pre-test, the writer
gave the students a topic which was “My Holiday”. The students were
given five guided questions to make a recount text.
2. Post-test
The post-test was given to know the change of understanding
material about recount text after the treatment by using Facebook.
This post-test was used to know the significant difference between the
experimental class which is used Facebook for the treatment and
controlled class which is not used any treatment. In the post-test, the
writer gave the students a topic which was “My School Life”. The
students were given four guided questions to make a recount text.
1
Nana Sudjana, Tuntunan Penyuusnan Karya Ilmiah: Makalah –Skripsi –Tesis –
Disertasi, (Bandung: Sinar Baru, 1988), p. 73
E. Technique of Data Analysis
In his book, Ken Hyland states that analytic scoring procedures require
readers to judge a text against a set of criteria seen as important to good
writing. 2 Ken Hyland provides an analytical scoring rubric in his book, and
there are three components presented in the analytical scoring rubric for writing, are: format and content, organization and
ability. The analytic scoring rubric using as follows:
2
Ken Hyland, Second Language Writing, (New York: Cambridge University Press,
1996), p.229
3
Ibid, p.243
to; limited ideas/moderate use of relevant information;
1-10 little concept use; barely adequate development of ideas;
Inadequate poor sense of audience
Clearly inadequate fulfillment of task; possibly incorrect
genre for the assignment; chosen genre not adhered to;
omission of key information; serious irrelevance or
inaccuracy; very limited ideas/ignores relevant
information; no concept use; inadequate development of
ideas; poor or no sense of audience
Mark Organization and coherence 20 marks
16-20 Message followed with ease; well organized and thorough
Excellent to development through introduction, body and conclusion;
very good relevant and convincing supporting details; logical
progression of content contributes to fluency; unified
paragraph; effective use of transitions and reference
11-15 Message mostly followed with ease; satisfactorily organized
Good to and developed through introduction, body and
average conclusion; relevant supporting details; mostly logical
progression of content; moderate to good fluency;
unified paragraph; possible slight over- or under- use of
transitions but correctly used; mostly correct references
Message followed but with some difficulty; some pattern of
6-10 organization – an introduction, body and conclusion
Fair to poor evident but poorly done; some supporting details;
progression of content inconsistent or repetitious; lack of
focus in some paragraphs; over-or under- use of
transitions with some incorrect use; incorrect use of
reference
1-5 Message difficult to follow; little evidence of organization –
Inadequate introduction and conclusion may be missing; few or no
supporting details; no obvious progression of content;
improper paragraphing; no or incorrect use of
transitions; lack of reference to comprehension difficulty
To analyze the quantitative data, the writer used statistical calculation of the T-test to determine the result of the research.
the pre-test and post-test then were analyzed by the following steps:4
1.
2.
3.
4
Nana Sudjana, Tuntunan Penyuusnan Karya Ilmiah: Makalah –Skripsi –Tesis –
Disertasi, (Bandung: Sinar Baru, 1988), p. 141-142
√
√
Determining Standard Error of Mean of Variable Y, with formula:
6.
√
Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:
7.
√
8. Determining to with formula:
F. Statistical Hypothesis
1. The statistical hypothesis (Ho): there is no effeciveness value of students’
achievement due to the teaching writing recount text by using Facebook
and without using Facebook for tenth grade students of SMA Negeri 4
Kota Tangerang Selatan
2. Alternative hypothesis (Ha): there is effectiveness value of students’
achievement due to the teaching writing recount text by using Facebook
and without using Facebook for tenth grade student of SMA Negeri 4
Kota Tangerang Selatan.
5
Nana Sudjana, Tuntunan Penyuusnan Karya Ilmiah: Makalah –Skripsi –Tesis –
Disertasi, (Bandung: Sinar Baru, 1988), p. 142
CHAPTER IV
This chapter describes the data description, the test of hypothesis and the data
interpretation which are related to research methodology previously.
A. Data Description
The data of students’ achievement divided into two kinds, namely the data in the experimental class and the data in contro
The test was arranged in a blank paper for pre-test and post-test. To know the result of the test, it will be presented on the
Table 4.1
33
34
14 65 75 10 100
15 75 90 15 225
16 65 85 20 400
17 70 85 15 225
18 65 85 20 400
19 60 85 25 625
20 70 90 20 400
∑ ∑x1 1340 ∑x2 1650 ∑X 310 ∑X2 5350
M=67 M= 82.5
The table of students’ score in the experimental class showed that the mean score of pre-test in experimental class is 67, w
Table 4.2
The table of students’ score in controlled class showed that the mean score of pre-test in controlled class is 64,5, and the m
69. The total gained score is 90.
From the tables above, the writer can conclude that the experimental class that used Facebook as a medium in learning wr
In analyzing the data, the writer used statistic calculation of the t-test
formula with degree of significance 5% and 1% to calculate the data from pre-test and post-test.
√
7. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:
√
√
√
C. Data Interpretation
From the data collected, the average score from experimental class
taught by using Facebook is 82.5 and the average score from controlled class
is 69. It means that the average score of the experimental class is higher than
the controlled class.
Based on the result of average score in each class (the experiment
class and the controlled class), it is obtained the t-observation (t o) is 2.76, and
the t-table (tt) of df (38) in significant level 5% is 1.68. it means t-observation
(to) is higher than t-table (tt), so the alternative hypothesis is accepted and the
null hypothesis is rejected because to > tt. Hence there is effectiveness in using
Facebook towards students’ writing recount text after Facebook was applied
in the classroom.
Based on the analysis of the result, the writer can conclude that
teaching writing recount text by using Facebook is effective. It can be seen from the result above that t-observation is highe
CHAPTER V
This chapter describes the conclusion and some suggestions which are
related to the research findings previously.
A. Conclusion
The writer comes to the conclusion that Facebook is an effective media
in teaching writing recount text. It is really helpful in increasing students’
ability and achievement of writing recount text.
Based on the data analysis, the result shows that t-test (t o=2.76) is
higher than t-table (tt = 1.68), so the alternative hypothesis is accepted and the
null hypothesis is rejected. It means teaching writing recount text by using
Facebook is effective in increasing tenth grade learners’ achievement. It can
be concluded that students’ writing recount text is more effective by using
Facebook than except using Facebook.
B. Suggestion
Based on the result of the research, the research would like to give
some suggestions as below:
1. Teachers
Teachers should be more creative in presenting material to create
active learning. The teacher should tell the students that they still can
learn English outside the class. Teachers do need to encourage students
to practice their writing skill in their daily life, especially on Facebook.
By using various technique and media, it hopes that the students’
writing skill on recount text will improve.
2. Students
Students should have good motivation in learning English,
especially English writing. They should realize that learning English
can be everywhere. There are many social media around them and the
40
41
Alba, Jason & Jesse Stay, I’m on Facebook Now What???, Califonia: Happy
About, 2008
Alhomod, Sami M., and Mohd Mudastir Shafi, Facebook as a tool to enhance
team based learning. Saudi Arabia: (IJACSA) International Journal of
Advanced Computer Science and Applications, Vol. 3, No. 12, 2012
Anderson, Mark and Katy Anderson, Text Types in English 2, South Yarra:
Macmillan. 1997
Hyland, Ken, Second Language Writing, New York: Cambridge University Press,
1996
Kesley, Todd, Social Networking Site: From Facebook to Twitter and Everything
in Between, Apress: United States of America, 2010
The Education Foundation, The UK’s Education Think Tank, Facebook Guides
for Educators: A tool for Teaching and Learning, New Zealand: The
Education Foundation, 2013
B. KOMPETENSI DASAR
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks
penggunaannya.
4.8 Menangkap makna teks recount lisan dan tulis, tentang laporan kerja dan uraian
peristiwa bersejarah.
4.9 Menyusun teks recount lisan dan tulis, tentang laporan kerja dan uraian peristiwa
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Menyebutkan fungsi dari Facebook
2. Membuat akun Facebook
3. Menyebutkan fungsi dari Facebook grup
4. Mengaplikasikan Facebook sebagai media pembelajaran Bahasa Inggris
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menyebutkan fungsi dari Facebook
2. Membuat akun Facebook
3. Menyebutkan fungsi dari Facebook grup
4. Mengaplikasikan Facebook sebagai media pembelajaran Bahasa Inggris
E. MATERI PEMBELAJARAN
Mengenal fungsi dan manfaat dari penggunaan Facebook untuk media pembelajaran
F. Model/Metode Pembelajaran
1. Pendekatan: scientific
2. Strategi: observe – practice.
3. Metode: communicative learning.
G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Experimenting
Communicating
A. IDENTITAS
Satuan Pendidikan : SMA Negeri 4 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Ganjil
Aspek/Skill : Writing
Pertemuan 2
Alokasi Waktu : 2 x 45 menit
Jenis Teks : Teks Recount
Tahun Pelajaran : 2014/2015
B. KOMPETENSI DASAR
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks
penggunaannya.
4.8 Menangkap makna teks recount lisan dan tulis, tentang laporan kerja dan uraian
peristiwa bersejarah.
4.9 Menyusun teks recount lisan dan tulis, tentang laporan kerja dan uraian peristiwa
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Menyebutkan definisi dari recount teks
2. Menyebutkan ciri-ciri dari recount text
3. Menyebutkan struktur umum yang digunakan dalam recount text
4. Membuat kalimat dalam bentuk past tense
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menyebutkan definisi dari recount teks
2. Menyebutkan ciri-ciri dari recount text
3. Menyebutkan struktur umum yang digunakan dalam recount text
4. Membuat kalimat dalam bentuk past tense
E. MATERI PEMBELAJARAN
Mengenal definisi, ciri-ciri, dan struktur umum yang digunakan dalam membuat recount text
Contoh recount text
Last week, I and my friends (go)1. to Tidung Island. I (stay) 2.
there for two days. We rent an inn. In the first day, my friend and I (dive) 3.
in the diving spot. The sea (be) 4. very blue. We (feed) 5.
the fish when we were diving there. It (be) 6. really interesting, and
it (be) 7. really fun. After that, we (ride) 8. doughnut boat, and
we (jump) 9. from “Jembatan Cinta”. When the dark came out, we went
back to the inn. We (make) 10 barbeque for dinner.
My first day in Tidung Island was really amazing. It was really fun here. I hope
the next day will be more interesting.
Susunlah teks recount diatas menjadi sebuah teks yang benar
F. Model/Metode Pembelajaran
1. Pendekatan: scientific
2. Strategi: observe – practice.
3. Metode: communicative learning.
G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Guru bertanya tentang language feature yang digunakan
dalam recount text
Siswa bertanya tentang struktur umum yang digunakan
dalam membuat recount text
Experimenting
Associating 70 menit
Communicating
B. KOMPETENSI DASAR
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks
penggunaannya.
4.8 Menangkap makna teks recount lisan dan tulis, tentang laporan kerja dan uraian
peristiwa bersejarah.
4.9 Menyusun teks recount lisan dan tulis, tentang laporan kerja dan uraian peristiwa
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Membuat kalimat dalam bentuk past tense
2. Membuat list dalam bentuk past tense
3. Menyusun draff kasar untuk membuat recount teks
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Membuat kalimat dalam bentuk past tense
2. Membuat list dalam bentuk past tense
3. Menyusun draff kasar untuk membuat recount teks
E. MATERI PEMBELAJARAN
Mengenal feature yang digunakan dalam membuat recount text
Membuat list dalam bentuk past tense. Buatlah list tentang kegiatan kamu pada waktu
liburan.
“what did you do last holiday?”
1. I went to Bandung
2. I swam in Water park
3. I spent my time in the library
4. I went to the mall
“what were you doing while you were there?”
“what was your special moment while you were there?”
“How did you feel while you were there?”
F. Model/Metode Pembelajaran
1. Pendekatan: scientific
2. Strategi: observe – practice.
3. Metode: communicative learning.
G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Experimenting
Associating
Communicating
B. KOMPETENSI DASAR
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks
penggunaannya.
4.8 Menangkap makna teks recount lisan dan tulis, tentang laporan kerja dan uraian
peristiwa bersejarah.
4.9 Menyusun teks recount lisan dan tulis, tentang laporan kerja dan uraian peristiwa
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Menyusun teks recount
2. Membuat teks yang berbentuk recount
3. Mengevaluasi kesalahan pada teks recount
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menyusun teks recount
2. Membuat teks yang berbentuk recount
3. Mengevaluasi kesalahan pada teks recount
E. MATERI PEMBELAJARAN
Mengenal feature yang digunakan dalam membuat recount text
Membuat list dalam bentuk past tense. Buatlah list tentang kegiatan kamu pada waktu
liburan.
“what did you do last holiday?”
1. I went to Bandung
2. I swam in Water park
3. I spent my time in the library
4. I went to the mall
F. Model/Metode Pembelajaran
1. Pendekatan: scientific
2. Strategi: observe – practice.
3. Metode: communicative learning.
G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Associating
Communicating
A. IDENTITAS
Satuan Pendidikan : SMA NEGERI 4 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris Peminatan
Kelas/Semester : X/Ganjil
Aspek/Skill : Writing
Alokasi Waktu : 8 x 45 menit
Jenis Teks : Teks Recount
Tahun Pelajaran : 2014/2015
B. KOMPETENSI DASAR
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks
penggunaannya.
4.8 Menangkap makna teks recount lisan dan tulis, tentang laporan kerja dan uraian
peristiwa bersejarah.
4.9 Menyusun teks recount lisan dan tulis, tentang laporan kerja dan uraian peristiwa
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Menentukan ciri kebahasaan teks recount
2. Menyebutkan ciri kebahasaan teks recount
3. Menuliskan kembali teks recount dengan kata-kata sendiri
4. Merancang teks recount dengan menggunakan teknik clustering
5. Menyusun teks recount disesuaikan dengan pengalaman pribadi
6. Mengkoreksi teks recount dengan cara penilaian teman sejawat
7. Mengevaluasi teks recount
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan ciri kebahasaan teks recount
2. Menyebutkan ciri kebahasaan teks recount
3. Menuliskan kembali teks recount dengan kata-kata sendiri
4. Merancang teks recount dengan menggunakan teknik clustering
5. Menyusun teks recount disesuaikan dengan pengalaman pribadi
6. Mengkoreksi teks recount dengan cara penilaian teman sejawat
7. Mengevaluasi teks recount
E. MATERI PEMBELAJARAN
1. Ciri kebahasan teks recount.
2. Vocabulary items related to personal recount:
Or
My holiday
reorientation
Feeling
F. METODE PEMBELAJARAN/TEKNIK
1. Pendekatan: scientific
2. Strategi: observe – practice.
3. Metode colaborative learning.
G. LANGKAH-LANGKAH KEGIATAN
PERTEMUAN PERTAMA
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Experimenting
Associating
Communicating
Inti Observing
Questioning
Experimenting
Associating
Communicating
PERTEMUAN KETIGA
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Experimenting
Associating
Communicating
Inti Observing
Questioning
Experimenting
70 menit
Siswa diminta menjawab pertanyaan tersebut
Associating
Communicating
PRE-TEST
Name :
Class :
POST-TEST
Name :
Class :