Professional Documents
Culture Documents
7153
7153
USING FACEBOOK
A “Skripsi”
By:
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
iv
TABLE OF CONTENTS
Page
APPROVEMENT SHEET
ENDORSEMENT SHEET
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
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
BIBLIOGRAPHY .......................................................................................... 42
APPENDICES ................................................................................................ 45
vii
LIST OF TABLES
Page
viii
LIST OF FIGURES
Page
ix
LIST OF APPENDICES
Page
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
3
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
4
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.
5
The result of this study is useful for English teachers at Senior High
School level to get information about teaching writing recount text using
Facebook.
2. Students
The result of this research may be able change students’ point of view of
Facebook as a medium in improving writing skill on recoumt text.
Furthermore, this research can help students in improving their skill on
writing recount text using Facebook.
3. Other researcher
For further researchers who are interested in teaching writing recount text
using Facebook at Senior High School level can get the basic information
from this study to do the further research, and also for researcher who
wants to make Facebook as one of variables.
CHAPTER II
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
9
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
10
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
11
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
12
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
13
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
14
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.
b. Words that show the order of events (then, next, first, afterwards,
just before that, at last, meanwhile).14
c. The subject of a recount tends to focus on individual or group
participants (third person: they all shouted, she crept out, it looked
like an animal of some kind).
d. Personal recounts are common (first person: I was on my way to
school ... We got on the bus).15
e. Using action verbs and circumstance such as adverb of place and
adverb of time to show the action and detail information of events
that occur in the story.16
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
16
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
17
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
18
Figure 2.1
The Timeline Profile
c. Inbox or Message is the section where the user can find all of the
messages that people send through Facebook.24This service makes it
possible for the users to send or receive message to or from anyone’s
email address.25 Some people seem to think using the Inbox is better
than using Wall to send message because the user can secretly talk
about everything to his friend on Inbox because the message that is
sent in Inbox cannot be seen by other users.
d. Photo is a section where the photo of the user is appeared. In this
section the user can upload as many photos as they can, and they can
create their photos into an album. Each album consists on sixty photos
as maximum. When the users post a photo or video, share a link, or
24
Jason Alba & Jesse Stay, I’m on Facebook Now What???, (Califonia: Happy About,
2008), p. 11
25
Anne Collier and Larry Magid, A Parents’ Guide to Facebook, (ConnectSafely.org,
2012), p.24
19
write a status update, they can choose the appropriate audience for that
post. It means that the user can choose the audience with whom they
want to share.26
e. The user not only can upload their photos, they also can upload their
video. Furthermore, this Video can be shared and tag to other users.
f. Group is a Facebook page where members can interact with each
other and start discussions.27 In Group, the user can collect and get
some people to join his group to discuss about certain topic. Group
initiated by bloggers or authors, or special interest Groups.28
g. Event is a place to invite your friends into some interesting events. In
Facebook, an event is a free page that publicized an upcoming
occasion of note for your company or group.29It is very effective
because it is very economical and it is not wasting your time.
h. Game is another interesting feature on Facebook. All users can play it
online. The user can also invite his friend to play the same game as he
does.
i. Chatting on Facebook is a real time activity among Facebook users.
Chat is known as instant messaging.30 This feature’s function is very
similar to other messaging program, such as Google Chat, yahoo
Instant Messenger, and MSN Messenger. The users are very
enthusiastic with this feature because it is easy to access. In Chatting,
the user can invite one or more people to join conversation. This
Chatting will connect the users to each other wherever they are.
j. Blog in Facebook is a feature where the user can share other users’
quote or status. This Blog is very useful to share some information
that other users have not known before.
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
20
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
21
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
22
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
23
36
Joan-Francecs Fondevila-Gascon, Use of Social Networks in Language Learning:
Advantages and Disadvantages, ICT for language learning, 6th edition, p.1
24
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
27
Table 3.1
An Analytic Scoring Rubric for Writing3
2
Ken Hyland, Second Language Writing, (New York: Cambridge University Press,
1996), p.229
3
Ibid, p.243
28
4
Nana Sudjana, Tuntunan Penyuusnan Karya Ilmiah: Makalah –Skripsi –Tesis –
Disertasi, (Bandung: Sinar Baru, 1988), p. 141-142
31
√
6. Determining Standard Error of Mean of Variable Y, with formula:
√
7. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, 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
32
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 controlled class, which were
gained from pre-test and post-test that were applied in both of class.
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 below:
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, while the mean score of
post-test is 82.5. Total gained score in this class is 310. It can be concluded
that there is significant difference in pre-test and post-test.
Table 4.2
11 59 67 8 64
12 68 72 4 16
13 60 64 4 16
14 60 63 3 9
15 57 64 7 49
16 60 65 5 25
17 70 72 2 4
18 68 71 3 9
19 77 80 3 9
20 79 80 1 1
∑NY=20 ∑Y1 =1290 ∑Y2=1380 ∑Y=90 ∑Y2=716
M= 64.5 M=69
The table of students’ score in controlled class showed that the mean
score of pre-test in controlled class is 64,5, and the mean score of post test is
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 writing recount text got
higher score than the controlled class that didn’t use Facebook.
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.
√
37
√
√
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 (to) 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
39
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 (to=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
BIBLIOGRAPHY
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
47
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
Associating
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
51
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.
52
G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
53
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
56
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
60
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
Experimenting 70 menit
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
64
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:
our selves, we went to Tanah Lot. We met so many other tourists there. They
were not only domestic but also foreign tourists.
Event 2
Second day, we enjoyed the day on Tanjung Benoa beach. We played so many
water sports such as banana boat, jetsky, speedboat etc. We also went to Penyu
island to see many unique animals. They were turtles, snakes, and sea birds. We
were very happy. In the afternoon, we went to Kuta Beach to see the amazing
sunset and enjoyed the beautiful wave.
Event 3
The last day, we spent our time in Sangeh. We could enjoy the green and shady
forest. There were so many monkies. They were so tame but sometimes they
could be naughty. We could make a close interaction with them. After that, we
went to Sukowati market for shopping.
Re-orientation
That was my lovely time. I bought some Bali T-Shirt and souvenirs.
When: 2nd
grade of senior
My holiday
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
PERTEMUAN KEDUA
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Experimenting
Associating
Communicating
PERTEMUAN KETIGA
71
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Inti Observing
Questioning
Experimenting
kebahasaannya 70 menit
Associating
Communicating
PERTEMUAN KEEMPAT
Alokasi
Kegiatan Deskripsi Kegiatan Wakt
u
Inti Observing
Questioning
Experimenting
70 menit
Siswa diminta menjawab pertanyaan tersebut
Associating
Communicating
Appendix 6: Pre-test
PRE-TEST
Name :
Class :
Appendix 7: Post-test
POST-TEST
Name :
Class :