IMPROVING STUDENTS’ NARRATIVE WRITING SKILL THROUGH BLOGGING MEDIA (A Classroom Action Research at 10th Grade of MA Ar-Rasyidiyyah Koja Jakarta)
A THESIS Submitted in Partial Fulfillment of the Requirement in Achieving for the Degree (S.Pd)
By : ZAINUDDIN Study Program : Pendidikan Bahasa Inggris Student Register Number : 20098100926
ENGLISH DEPARTEMENT SCHOOL OF TEACHERS TRAINING AND EDUCATION (STKIP) KUSUMA NEGARA JAKARTA 2013
PERSETUJUAN PEMBIMBING Pembimbing I
Pembimbing II
Drs. Zainul Anwar, M.Pd Tanggal :
Zaharil Anasy, M.Hum Tanggal :
PERSETUJUAN DEWAN PENGUJI UJIAN SKRIPSI Nama
Dr. H. Sugiharto, MM (Ketua)
Tanda Tangan
Tanggal
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Dr. Hj. Sri Rahayu Pudjiastuti, M.Pd.............................. (Sekretaris)
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Drs. H. Romdani, M.Pd (Ketua Prodi Bahasa Inggris)
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Danti Pudjiati, S.Pd., M.Hum (Anggota Penguji I)
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Sunarmo, S.Pd., M.Hum (Anggota Penguji II)
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Moh. Sulaiman, S.Pd.,MM .............................. .............................. (Anggota) Tanggal Lulus : 12 Oktober 2013 NAMA : ZAINUDDIN NPM : 20098100926 Judul : IMPROVING STUDENTS’ NARRATIVE WRITING SKILL THROUGH BLOGGING MEDIA (A Classroom Action Research at 10th Grade of MA Ar-Rasyidiyyah Koja Jakarta)
ABSTRACT ZAINUDDIN, Improving Students’ Narrative Writing Skill Through Blogging Media (A Classroom Action Research At 10th Grade Of Ma Ar-Rasyidiyyah Koja Jakarta). Skripsi, Jakarta : Program Studi Pendidikan Bahasa Inggris, Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Kusuma Negara Jakarta, 2013. This research of this thesis has been done at MA Ar-Rasyidiyyah Koja Jakarta. The purpose of this thesis is to find the result of the Improving Students’ Narrative Writing Skill Through Blogging Media. It is hopes can improve the students’ writing ability. The method that used in this research is classroom action research method that gives description explanation. It has developed in two cycles and every cycle has four steps, they are planning, acting, observing, and reflecting. And the technique of data analysis used the result of cycle and the interview. For the subject of the research is the students’ at tenth grade of MA Ar-Rasyidiyyah Koja Jakarta. The writer uses one class consists of 18 (eighteen) students. The media that using is the blogging one of the free website from the google they are www.blogger.com on internet that can use every time. To operate the blogging we visit the blogger.com then sign up with fill our identity on there, after finished sign in we can do everything on there. The result based on the researching, the writer can make the last result obtain in each cycle 1 = 59,66, and on the cycle 2 = 77,11. From the result it is concluded there is an improve in students’ narrative writing skill through blogging media. The conclusion, the new media in process teaching writing could make the students more actived, more motivated, and more interested.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim Alhamdulillah, all praise and graceful are given to Allah SWT, the almighty always guide and give all the best to the writer in completing this thesis. Peace and blessing upon our Prophet Muhammad SAW, his families, his companion and his followers. This thesis can not be completed without a great deal of help from many people : 1. DR. H. Sugiharto, MM as the head of STKIP Kusuma Negara Jakarta. 2. DR. H. Kusrin, M.Pd as the first assistant of head STKIP Kusuma Negara Jakarta 3. Drs. H. Romdhoni, M.Pd the head of English Departement of STKIP Kusuma Negara Jakarta 4. Drs. Zainul Anwar, M.Pd as her advisor who always gives her valueable help, guidance, correction and suggestion for the completing of this thesis. 5. Zaharil Anasy, M.Hum as her second advisor, who always gives supports, valueable help, guidance, correction, suggestion and also motivation to the writer to complete this thesis. 6. All lectures and staff in English Departement who had given their valuable advice and cooperation. 7. Drs. H.A Mahfudz Abduh, M.Si as the head master of MA Arrasyidiyyah Koja Jakarta, thanks for the cooperation and pray. 8. Evy Salmiastuti, S. Ag as the calloborator and English teacher during the research at the MA Arrasyidiyyah and all of teacher, thanks so much for the cooperation. 9. All of students the tenth grade of MA Arrasyidiyyah, thanks a lot and I always remember you all.
10. My beloved parents (Hasanuddin and Siti Hodijah), sister and brother (Siti Sakdiyah and Fathullah) and my other parents (Ust. Qudsi Ahmad, M.Pd.I and Anik Retnowati, M.Pd.I) who always give their materials, prays, and morals encouragement to finish my study. 11. My best friends (Alid Torichudin Saputra, Abu Hasan, S.Pd.I, Ali Usman, Maulidi Arfan, Ragil Praditha) who had given many supports all this time, thank a lot. 12. My special friend (Windy Nurfika Romdhoniati) who always helps and gives support and will be my wife soon. Thanks so much. 13. All the people who had helped the writer to finish this study that can not be mention one by one. May Allah SWT the Almighty blesses them all. Aamiin ...
Jakarta, 15 September 2013
The Writer
TABLE OF CONTENTS
Page SURAT PERSETUJUAN ...………………………………………………… i ABSTRACT ……….………………………………………………………… ii ACKNOWLEDGEMENT …………………………………………………. iii TABLE OF CONTENTS …………………………………………………... iv CHAPTER I
: INTRODUCTION ............................................................ 1 A. The Background of the Study ........................................... 1 B. The Identification of the Problem .................................... 4 C. The Limitation of the Problem ......................................... 4 D. The Formulation of the Problem ...................................... 4 E. The Benefit of the Study................................................... 5
CHAPTER II
: THEORETICAL DESCRIPTION ................................. 7 A. Narrative Writing Skill
............................................... 7
1. The Definition of Narrative Skill 2. The Narrative Text
........................... 7
............................................... 10
3. The Generic Structures of Narrative Text ............... 10 B. The Writing Skill
...................................................... 11
1. The Definition of Writing Skill 2. The Genre in Writing
............................. 11
........................................... 13
3. The Nature of Writing ............................................ .. 14 C. Blogging .......................................................................... 17 1.
The Understanding of Blogging ............................... 17
2.
The Ways to Create Blogging ................................... 18
D. The Classroom Action Research ..................................... 22 1.
The Definition of Classroom Action Research ....... 22
2.
The Steps of Classroom Action Research ............... 23
3.
The Models of Classroom Action Research ............ 25
E. The Advantages of Using Blogging
............................ 27
F. The Technology Used in Writing.................................... 27 CHAPTER III : RESEARCH METHODOLOGY ................................... 29 A. The Objective of the Research ......................................... 29 B. The Time and Place of the Research ............................... 29 C. The Method of the Research ............................................ 29 D. The Subject of the Research ............................................ 30 E. The Procedure of Research Basen on CAR ..................... 30 F. The Technique of the Data Collecting ............................. 31 G. Technique of Data Analysis ........................................... 33 CHAPTER IV : THE RESEARCH RESULT AND DISCUSSION ....... 35 A. The Description of the School …………………………. 35 1.
The Background of School …………………………. 35
2.
The Usage Curriculum ………………………………36
3.
The School Organization …………………………… 37
4.
The School Facilities ……………………………….. 37
5.
The Extra Curricular Activities ……………………. 38
B. The Activities at Classroom............................................. 39 1.
The Cycle 1 .............................................................. 39
2.
The Cycle 2 .............................................................. 39
C. The Analysis .................................................................... 47 D. The Research Findings ………………………………… 47 CHAPTER V
: CONCLUSION AND SUGGESTIONS ………………. 49 A. Conclusion …………………………………………….. 49 B. Suggestions ……………………………………………. 50
BIBLIOGRAPHY ………………………………………………………… 53 LIST OF APPENDIXES …………………………………………………… 55 BIOGRAPHY ……………………………………………………………… 94
LIST OF FIGURES
1. Figures 1
: Sign up to Blogger ........................................................ 18
2. Figure 2
: Create google account ................................................... 19
3. Figure 3
: Sign in to Blogger ........................................................ 19
4. Figure 4
: Make your Blogger ....................................................... 20
5. Figure 5
: Select a standard template for your new blog. ............. 20
6. Figure 6
: Your blog has been created. ......................................... 21
7. Figure 7
: Write post First ............................................................. 21
8. Figure 8
: Model of CAR Hopkins ........... .................................... 25
9. Figure 9
: Model of CAR Spiral Kemmis dan Mc Taggart ............ 26
LIST OF APPENDICES
1. Appendix 1
: Silabus .................................... .................................. 55
2. Appendix 2
: Rencana Pelaksanaan Pembelajaran (RPP) ......... ... 58
3. Appendix 3
: The Observation’s Activities in Teaching Learning Process of CAR ................................................. ....... 68
4. Appendix 4
: The Observation’s Activities in Teaching Learning Process of CAR ................................................. ....... 69
5. Appendix 5
: The Result of Data Collection in Cycle I .................. 70
6. Appendix 6
: The Result of Data Collection in Cycle 2.................. 71
7. Appendix 7
: The Result of Data Collection from per Cycle ......... 72
8. Appendix 8
: The Result of Students’ Blogging ........................... 73
9. Appendix 9
: Kisi-Kisi Pedoman Observasi .................................. 74
10. Appendix 10
: Pedoman Observasi Dengan Guru Bahasa Inggris ... 75
11. Appendix 11
: Kisi-Kisi Pedoman Wawancara ................................ 79
12. Appendix 12
: Pedoman Wawancara Dengan Kepala Sekolah ........ 80
13. Appendix 13
: Hasil Wawancara Dengan Kepala Sekolah .............. 82
14. Appendix 14
: Hasil Wawancara Dengan Guru ............................... 85
15. Appendix 15
: Kalender Pendidikan ............................................... 87
16. Appendix 16
: Alokasi Waktu Dan Tugas Mengajar ........................ 88
17. Appendix 17
: Rekapitulasi Siswa .................................................... 90
18. Appendix 18
: Daftar Nama Siswa Kelas X .................................... 91
CHAPTER I INTRODUCTION
F. The Background of the Study As we realize that English is popular since it becomes of International Language. It is used by milions of people all over the world. Nowadays, English has become the language of commerce, technology, politics as well as education. For Indonesia, English is a foreign language. Learnig a foreign language is an integrated process that the learner should study the four basic skill : listening, speaking, reading and writing. We use it to understand our world through listening and reading and to communicative our feeling need and desire through speaking and writing. By having more knowledge about language skill we have much better chance of undestanding and being understood and getting what we want and need from these around us. Writing is one of four basic skills, it is very important in teaching and learning English. Writing involves some language component (spelling, grammar, vocabulary, and punctuation). We all realize how important English for our children. The authority was obliged all of Educational official in all province in Indonesia should provide the lesson in each school. All Indonesia people agree with this curriculum that could be make their children know English from beginning. More better than before
which they took in years ago. All of the component in this nation should support this policy by all their ability. There are so many things that can get from English. Like a senoir high school students, they can proceed in their academic achievement with English. As well all know, most of the source books, whether it is social or natural science are written in English. In addition English is also important for next generation in order can compete to International completion and prepare our human resource in global completion. To make students able to use English for communication, ones of the skills which has to be understood is writing. Because it is the basic language element learning writing is higly require sins. It is basic for mastering any language. From writing they can telling and explaining something in spite of only a simple statement. This skill must be trained to bring up capability in writing process to the writer as well. In writing something we should have more knowledge. How could we produce information if we do not any information to give. Just like an empty kettle that will not give any water for any body. Through writing, we can transfer our ideas and information in the paper with the good sentences. We can express everything in our mind in to the form of writing. Teacher as manager in the class should be creative in transferring the knowledge students bored. Teacher should perform their job nicely by using teching aids. Media could also be instrument in teaching. We are focussing on Information technology media, such as Blogging.
In choosing the media you will find that the media itself has its own characteristic. So it has weakness and strength. Usually we used the conventional media such as cassette or vcd player but now we try to teach english by using internet media in the class. This media is more powerful than conventional media. Because students can visualy learn english by expressing their media in written and in the same time they can see the respon of their ideas form chat mate directly online. The writer has chosen a title about writing in teaching writing in high school, because there are some problem in MA Ar-Rasyidiyyah that appear in teaching writing activity. As like the students of MA Ar-Rasyidiyyah are still lack of practice, the lack of motivation from the teacher, no media to express the student’s writing, and also the weakness of the students to understand about topic sentences and lack of their vocabulary, never use the media studying in teaching writing, the teacher does not make innovation for the teaching etc. Beside that according some of the student english has symbols which difficult to understand by the students, so as the teacher must give a lot of task to practice the writing in the class. Based on the problem above, so the writer has chosen blogging to solve the writing process in the classroom. The student will more motivate to express their mind on the blogging because it is as like their personal diary. The student can express anywhere they want in classroom, their room or at the park.
There are many technique and method in teaching language, especially in teaching writing English. The new of all is blogging. In here, the writer assumses this method is so fun and increase more motivate of the students. G. The Identification of the Problem Based on the background of the study mentioned above, the identification of the problem of the research are : 1. How do the students learn writing, for the time in being class? 2. How do the learning process improve the student’s ability? 3. How great are the writing skills out come? 4. How does teaching narrative writing skill through blogging make more motivated for student? 5. How the teacher more interested to teach narrative writing skill through blogging? H. The Limitation of the Problem The writer limits the discussing of the study about, “Improving Students’ Narrative Writing Skill Through Blogging Media at Tenth Grade of MA ArRasyidiyyah Koja Jakarta”. Because the writer find, the effective method to teach using blogging. Especially students for tenth grade. I. The Formulation of The Problem Based on limitation of problem mentioned above, the problem of the research can be formulated as follows; How to improve the Students’ Narrative
Writing Skill Through Blogging Media at Tenth Grade of MA Ar-Rasyidiyyah Koja Jakarta? J. The Benefit of the Study The writer hopes that this thesis can develop education institution to perform a language laboratory, teacher to use the approach and method properly in teaching writing to their students; it can be refer for English teacher in studying which pursuant and guide linear of the better ways to achieve the successful English study. The benefit of this research for high school, that the headmaster of the school knows actually teaching and teaching writing are really acceded by the teacher. The students of course the headmaster tries provide the equipment of writing so that, the students writing can be improved by practicing actively. By using blogging in teaching narrative writing skill to the tenth grade high school. It motivates and encourages students of tenth grade high school; it motivates and encourages students to practice writing English. It makes them enjoy expressing their feeling, ideas, opinion and even in messages and suggestions. Since it is fun activity, it helps students to take port in practice. Hopefully, result of this research can be practiced by the people especially for all teachers. The benefits that can be taken from this research they are : -
For the student : with a new media to write, the writer hopes this technique gives motivation for them in writing especially writing through blogging.
-
For the teachers : the result for this research can give them an alternative method in teaching writing English.
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For MA Ar-Rasyidiyyah : the result of study is expected to gives some contributions to solve the problem faced by the student in English writing.
-
For the writer : this technique can be supplies for the writer now and future to improve teaching writing through blogging.
CHAPTER II THEORETICAL DESCRIPTION
A. Narrative Writing Skill 1. The Definition of Narrative Skill A recent meta-analysis Gersten and Baker hightlights research-based intructional approach for teaching written expression to students with learning disabilities, including ways to teach students how to analyze material learned in the classroom and how to write personal narratives, persuasive essays, and other genres. According to Gersten and Baker, “All of the instructional interventions studied improved the quality of students’ written products, and there was evidence of positive impact on students’ self-effecacy, ie., their senses of being able to write”1. Narrative writing skill tells a story or part of story. Narrative writing is found in novels, biographies, autobiographies, free essay and short stories. Narrative writing depends on the personal or imaginative experience of a person. A narrative writing should contain an entire story – beginning, middle, and end. It should cover all the necessary details that explain the story. The narrator should be able to pass on his thoughts and views to the reader.
1
Gersten and Baker, S. (1999) Teaching expressive writing to students with learning disabilities : a meta-analysis. Eugene, OR : University of Oregon. P.211-214
Narrative writing means, essentially, writing that tell a story. It might be fiction (as with writing personal narrative, or memoir writing). The main feature of narrative writing is that it spans time and has a plot-something happens that keeps readers reading to see what’s next. A narrative often (but certainly not always is written in chronological order. Narrative writing had been defined as the kinds of writing that simply record a series of events. The opening sentence of narrative paragraph provides the information that begins the story to be told or the events to be described. A narrative paragraph can introduce a longer paper primarily concerned with exposition or analysis. The personal experience in narrative’s form is usually interest the reader that the other ones. In addition to provide the interest value for the reader, this approach permits the writer to lead into the materials to be analyzed in the essay. Laurence stated in his book : Reading and writing are things can not be separated. To get a good writing the writer are demanded to have reading skill well, it mean to read continously and relate with what they want to write about. Purpose is central to the kind of narrative we write. From this opinion the writer can conclude that the rading are part of the language skill that can not be separated, because of each other mutual support. So if someone wants to create a form of writing, then he should have a good reading ability. Writing is important part of language learning. There are many aspects point out that writing is an activity or occupation which is done by a person to
express their ideas clearly in a written form to an intended audience. Writing is a mean to communicate, to convey message, ideas and printed word. And writing can also be read by anyone known as written language. "Learning to write in essence is a lesson about how to express one's ideas and feelings through the medium of writing"2. And another said “writing is expressing someone about their ideas, opinion, thinking, or feeling use language writing” 3 The writing process that a person does, not only involve the ability to write correct and appopriate sentences, the ability to use spelling, punctuation, commas etc. But also the ability to think creatively excluding all information which is not necessary. It is generally agreed that learning to write well is a difficult and time consuming process. In order to write well an individual needs more than basic mechanical control, especially the non native students finishing a writing assignment or project even though she/he has sufficient mechanical ability in the foreign language. Therefore, writing process will be better if it involves the writers interest in writing. Writing, as one of four skills taught in learning and teaching english is defined in many ways by many experts. Writing is making the ideas visible and available to readers whether on paper, computer screen or through some other medium; using the brain stroming notes, outlines or other results of planning activities to produce text. This complex activity involves everything from the 2
Rainey, M.C. Expression: An Introduction to Writing, Reading, and Critical Thinking. (New York : Longman, Inc. 2003) p. 5 3 Ida Maharani. How to Write Effectively/Menulis Secara Efektif. (Yogjakarta : Citra Aji Parama. 2007) p. 12
physical act of shapes letters or making key strokes to the mental processes of choosing words, forming sentences, arranging paragraphs and structuring the organizations. 2. The Narrative Text Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration. 3. The Generic Structures of Narrative Text a) Orientation Sets the scene : where and when the story happened and introduces the participants of the story : who and what is involved in the story. b) Complication Tells the beginning of the problems which leads to the crisis (climax) of the main participants. c) Resolution The problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. d) Re-orientation/Coda This is a closing remark to the story and it is optional. It consists of a moral lesson, advice or teaching from the writer.
B. The Writing Skill 1. The Definition of Writing Skill Writing skills are essential for sharing information and documenting ideas. Building writing skills takes practice and hard work. Students must be taught the basics before they can be expected to produce quality writing. Once student master the basics, they will be ready to write both creatively and for a purpose. Finch and Crunkilton said that “competence means the mastery of tasks, skills, behaviors, and rewards necessary for the success or an achievement”.4 Padmadewi adds that competence is the ability in the subject and the lab to be possessed by the graduates; capabilities that should be done by the student. Basically, two opinions have the same idea about the notion that at its core competence refers to the ability of students to do something by a certain standard. a) Handwriting Handwriting is the first in a series of skill that emergent writers develop. Though very basic, handwriting is important to academic success because handwriting forms a connection between the writer letter and the sound it represents. As students improve their hand writing skills, they become more confident in their writing ability. Student who struggle with handwriting are
4
Mulyasa, E.. Kurikulum Berbasis Kompetensi. Cetakan Ketiga. (Bandung: PT Remaja Rosdakarya. 2003) p. 23
often frustrated with written expression and begin to dislike the writing process. Student can trace letter, “draw” letters in paint or shaving cream, use tweezers to move small objects and complete connect-the-dot pictures to build handwriting skills. b) Identification Identifying aspects of the written word is an essential skill for emergent writers. When teaching writing at any level, identification strategies are used to improve writing. Beginning writers should be able to identify uppercase and lowercase letters and sounds associated with letters. As writing skills become more fluent, students should be taught to identify complete sentences, sentence fragments and run-ons. Students should also be able to identify topic sentences and supporting details. These identification strategies are skill that create strong writers. Help student master identification skills through use of graphic organizers, peer editing and exposure to good writing samples. c) Mechanics Grammar, spelling, punctuation, or organization are important aspects of writing. Often, it is assumed that writers possess these basic skills, and therefore, both student and teachers are frustrated when they are not evident. Proper use of grammar and sentence structures makes student’s writing more effective. Spelling is equally as important because student may not use words they are not sure how to spell. Punctuating sentences give added
meaning of writing, and organization of words and ideas is also impreative to getting a point across. Grammar and spelling can be taught through repetition and drill. Direct instruction in grammar is necessary for student to master this writing skill. Help student build confidence in their writing skills by helping them edit mechanical mistakes in their writing, or by allowing them to dictate ideas to you. d) Content The most important aspect of writing, for many people is the content. Getting student to communicate ideas is a skill that must be encouraged and cultivated. Sentence starters, journals and free-writers are good ways to build writing fluency and to encourage student to practice writing down thoughts. Continue building this skill by teaching student the value of drafts in writing. Prewritten, or brainstorm for ideas, the write a rough draft. Edit and revise a rough draft until you are pleased with the final product. The drafting process is a valueable skill for all writers and will give student a final product they can be proud of. 2. The Genre in Writing English writing have divided into some of parts, for example : descriptive text, procedure text, narrative text, recount text, and report text. a) Descriptive text is we write to discribe a particular person, place or thing. b) Procedure text is we write to discribe how something is accomplished through a sequence of action or steps.
c) Narrative text is we write to amuse, entertain, and to deal with actual or vicarious experience in different ways. d) Recount text is we write to retell events for the purpose of imforming or intertaining. e) Report text is we write to discribe the ways things are with reference to a range of natural, man-made and social phenomena in our environment. 3. The Nature of Writing Learning writing means learn to organize the experience, information and ideas particularly different language pattern. To produce a good text of writing needs hard practice and process. Writing is not only how to make sentences in paragraph, but also how to express the ideas in consecutive way through the appropriate graphic symbol and structure. David Nunas suggests ; Writing is an extremely complex continue activity in which the writer required to demonstrate control of a number of variables simultaneously. To get fluent writing, the writer has to check some components such as word , grammar linking ideas and spelling before finishing the writing. In order to make the activities of writing meaning full and understandable, the activities of writing must be communicative. The students should know exactly what they want to convey.
4. The Writing Process a. Self questioning - Asking themselves questions about their writing to establish audience and purpose in their own minds, for example: •
Why am I writing this text?
•
Who am I writing for?
•
What kind of language do I need to use?
•
What do I need to tell them?
•
How will I organize my work?
b. Planning content - Thinking about plot, theme, information content, etc., to suit the task through:
brainstorming ideas, alone or with others
•
researching the topic in books or on-screen, and making notes
•
using other resources to stimulate and/or inform.
c. Sounding out - Rehearsing what is to be written orally prior to writing in small groups or with talk partners and experimenting until it sounds right. ‘If they can’t think it, they can’t write it.’ d. Writing first draft - Getting something down on paper or on-screen. Focusing on the sequence of ideas/content. ‘Having a go’ at problematic spelling at this stage using spelling strategies specifically taught. This is especially important for under at training learners and dyslexics/learners with specific learning difficulties (SpLD) who should not be allowed to become demotivated by errors or poor handwriting.
e. Revising the text - Reading what has been written aloud to a partner or to self. This highlights omissions, grammatical inconsistencies, etc., that might not be apparent if the work is read silently since the writer will often ‘read’ what should be there rather than what is actually on the page. Reviewing the text and identifying : •
whether or not the text makes sense
•
whether or not it needs further detail to support the plot, add to description or provide missing information
•
whether or not the tone is appropriate for the audience
•
whether or not anything needs to be omitted because it is repetitive or irrelevant, etc.
•
and making revisions on paper or on-screen.
d. Editing - Checking: •
organisation/sequencing of ideas/events/paragraphs to ensure writing is coherent
•
spelling, punctuation and grammar.
e. Preparing final copy - Producing a final copy suitable for ‘publication’, preferably for a real audience, paying attention to presentation either in legible handwriting or through using ICT.
C. The Blogging 1. The Understanding of Blogging The blog is a personal diary, Your pulpit every day, Space for collaboration, Political arena of expressing ideas. News outlets. Link collection. Mind your own. Note to the world”.5 Your blog is whatever you want. There are millions of blogs, in all shapes and sizes, and there are no real rules. “Blog (bentuk sederhana dari weblog) adalah sebuah laman (situs) seseorang yang sering di update yang sering disebut dengan jurnal (diari) online”6. In simple terms, a blog is a website where you can continue to write about things. It appeared at the latest so that new visitors can read. Then they comment on it or link to it or email you. Or not. Since Blogger was launched in 1999, blogs have reshaped the web, influencing politics, shaken up journalism, and enabled millions of people to have a voice and connect with others. And we firmly believe that the whole deal is just getting started. Blogs allow you a voice on the web. Blog is a place to collect and share the things you find interesting - whether it's your political commentary, a personal diary, or links to websites you want to remember. Many people use a blog just to organize their thoughts, while others create a blog that makes a lot of influence with thousands of viewers around the world. And amateur
5 6
www.blogger.com Rouf, I and Y. Sopyan. Panduan Praktis Mengelola Blog. (Jakarta : Media Kita. 2007) p. 30
journalists use blogs to publish breaking news, while personal journalists reveal their innermost thoughts. 2. The Ways to Create Blogging a. Step 1 : Choose a free blogging software Blogger equals easy. Many novice bloggers choose to start their first blogs with Blogger because it's free, very easy to use, and it allows ads to help monetize blogs. The downside of blogger is it's prone to outages, so you may not always be able to access your blog when you want to. b. Step 2 : Register for an account and create your blog Sign up to create a blog at blogger.com
Figure 1 : Sign up to Blogger Visit the blogger.com home page and select the "Create Your Blog Now" button to begin the process to start your new Blogger.com blog.
c. Step 3 : Create a Google Account
Figure 2 : Create google account If you don't already have a Google account, you'll need to create one by completing the form on this page. d. Step 4 : Sign In with Your Google Account
Figure 3 : Sign in to Blogger If you already have a Google account, you can bypass the "Create Google Account" step and simply sign in with your existing Google account username and password.
e. Step 5 : Name Your New Blog
Figure 4 : Make your Blogger Enter the blog name and corresponding domain name (to precede '.blogspot.com') in the spaces provided. f. Step 5: Choose a Template
Figure 5 : Select a standard template for your new blog.
g. Step 6 : Congratulations - Your New Blog is Active!
Figure 6 : Your blog has been created. Your blog is now live and ready for you to start writing content. h. Step 7: Write Your First Post
Figure 7 : Write post First . That's all there is to it! You're now ready to write your first blog post in your new Blogger.com blog. Now we can post everything that we want begin our activities, our feeling, our opinion, etc. With blogging we can modify the backround of page our writing, we can add some photos on the top, center, or beside the text that
we write so we always happy and more motivate to write anything on blogging. D. The Classroom Action Research 1. The Definition of Classroom Action Research Action Research is a process in which educators examine their own practice systematically and carefully using the techniques of qualitative research. Participants design an inquiry question, collect data throughout the year, analyze what they have learned, and write about their findings. Observations, interviews, surveys and journals are typical data methods that participants use to investigate their questions. Action research has different meaning and thing when used by different another. For example, Hopkin treats action research and classroom research by teachers as synonymous.7 Brown and Robinson suggest that any action undertaken by teachers to collect data and evaluate their own teaching can be termed action research, and some highlights the participatory insider nature of action research.8 Hodgkinson has definition of action research as follows: “Action research is a direct and logical out come of the progressive position. “After showing children how to work together to solve their problems, the next step
7
8
Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open University Press Brown, H.D. (1994) Teaching by Principles : An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall
was for teachers to adopt the methods they had been teaching their children, and learn to solve their own problems co-operatively”. 9 Put simply, action research is “learning by doing “it is conducted by the teacher as classroom participant. As teacher, he/she needs to know what is actually happening in classroom, collecting data and evaluating her/his own teaching, do something to solve it, see how successful his/her effort were, and if not satisfied, try again until showing the increasing of changing. Nunan sees the important defining aspect of action research as the controlling role of the teacher: “For me the salient distinction between AR and other form of research process is initiated and carried out by practitioner.”10 2. The Steps of Classroom Action Research Stephen Kemmis has developed a simple model of cyclical of the typical action research process each cycle has four steps; they are, planning, acting, observing and reflecting. 11 a) Planning is we prepare the material that we will teach, making lesson plan, syllabus and making evaluation that the will examine. b) Acting is we teach the students based on our plan, the material and the method we are going to teach and give the evaluation as the result. 9
Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge. Cambridge University Press, p.5 10 Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds) Teacher Developed Teacher Research: Paper on Classroom Research and Teacher Development. Oxford: Heinemann. Pp. 44 11 Resouce : http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008
c) Observing are we observing the result of the acting is it satisfied or not? d) Reflecting is we analyze the weaknesses of the students. Strickland outlines the following steps in an AR cycle : 1. identify an issue, interest or problem 2. seek knowledge 3. plan an action 4. implement the action 5. reflect on your observations 6. revise the plan Based on the steps of Action Research above, it can be concluded that teacher as researcher has to prepare teaching process as good as possible. Every step has to be followed in continuous and integrated. There are cycles within cycles. Some extend across an entire study. Others occupy only minutes or less. The result can be a very flexible and responsive process. When each cycle includes a vigorous seeking out of disconfirming evidence the flexibility is also accompanied by research rig our. The people affected by the change are involved in the action and the critical reflection. Understanding is widely shared, and so is commitment to any planned change. Action research certainly is not the only research process for researching change. However, it is process well suited to
situations where you wish to achieve change (the “action”) and understanding (the “research “ ) at some time. Action research for development, teacher can become more autonomous, responsible, and answerable through action research, teachers themselves can take a so decisions concerning change. 12 3. The Models of Classroom Action Research a) Model of CAR Hopkins, 1985
12
Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J. (ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer Press. Pp. 207-222
b) Model of CAR Kemmis &McTaggert: 1988
c) Model of CAR Spiral Kemmis dan Mc Taggart
E. The Advantages of Using Blogging With increasingly easy access to blogging, it is probably worth expressing your learner to a combination of both idea and blog. If possible, as with any tool, there are a number of advantages such as : 1. Learner may already use blogging at home. 2. Bring current technology into the class room. 3. Use of a new tool can be motivating for learners. 4. Enable learners to make contact with learners in other countries F. The Technology Used in Writing Technology in language teaching is not new. Indeed, technology has been around in language teaching for decades. The use of technology in the class room is becoming increasingly important, and it will become a normal part of ELT (English Language Teaching) practice in the coming years and it will improves English writing skill. There are many reasons for this :
Internet access- either in private home, or at internet cafes-is becoming increasingly available to learners.
Younger learners are growing up with technology, and it is natural and integrated part of their lives. For these learners the use of technology is away to bring the outside world into the class room. And some of these younger learners will in turn become teacher themselves.
English, as an international language, is being used in technologically mediated context.
Technology especially the internet presents us with new opportunities for authentic tasks and materials, as well as access to wealth of ready made ELT materials.
The
internet
offer
excellent
opportunities
for
collaboration
and
communication between learners who are geographically dispersed.
Technology is offered with published materials such as course books and resources books for teacher.
Learners increasingly expect language school to integrate technology into teaching.
Technology offers new ways for practicing language and assessing performance.
Technology is becoming increasingly mobile. It can be used not only in the class room, lecture hall, computer room or self-access center; it can also be used at home, on the way to school and in internet cafés.
Using a range of ICT (Information and communication Technology) tools can give learner exposure to and practice in all of the four main languages skill-speaking, listening, writing and reading.
CHAPTER III RESEARCH METHODOLOGY
A. The Objective of the Research The objective of research is to describe how the teaching writing by using blogging at tenth grade of high school of MA Ar-Rasyidiyyah Koja Jakarta. Teacher hopes them to active in practicing English writing in class or another place. It is expected that the students can enjoy to expressing their ideas opinion and feeling and can match writing with situation and condition. Besides that, they can also get fun in learning English in school especially for learning English writing. B. The Time and Place of the Research The time and place of the research teaching writing using blogging for tenth grade students of high school at MA Ar-Rasyidiyyah Koja North Jakarta on Jl. Muallim South Koja North Jakarta. This research takes place during one semester about three months from July until September 2013. C. The Method of the Research In this research, the writer uses the qualitative research with classroom action research. The qualitative method is the kinds of the data are the descriptive data. From getting the data, the research wants to describe and explain the problem that chosen in this researching. In the research, it does not used questioner but using the work sheet to evaluate the result and using
narrative texts as a material, because the research focused on classroom action research. Classroom action research method tends to rules of writing or how to improve the writing English trough blogging media. It is true, that uses the two cycles, and every cycle consists of four steps. On the other hands, of course, it uses the collaboration method too. The writer conducted the research through descriptive qualitative method, it is the method which emphasized on library research and field research. In using descriptive qualitative method, the essence is to describe the process and not prove this thesis. Thus, qualitative research no suggest hypothesis, emphasize to get original data natural condition. The methods for data collecting used in this study are observation, interview, document analysis and evaluation. D. The Subject of the Research The subject of the research is the students from tenth grade high school. There are 18 (twenty) students on the class. The researches use the method and the technique teaching writing through blogging. E. The Procedure of Research Basen on CAR In the following section, the writer explains about procedure of teaching, writing using blogging media. The procedure is dividing into four stages. They are socializing blogging media, individually or grouping, make the blogging, and asking Question and asking giving answer. The writer gave writing skill test before did the presentation of lessons material (pre-test). After giving the
treatment, give the some test (post-test) then made calculation of result from both test. Trough the cycle I, and cycle II, Each cycle consist of : 1. Planning 2. Acting 3. Observing 4. Reflecting F. The Technique of Data Collecting The writer has used this kind of technique in order to find the theory of writing, the strategise of writing, and the definition of blogging. 1. Field Research The writer has applied this technique to the tenth grade students at MA ArRasyidiyyahwith the purpose to convine and verify that the teories of this technique with fact on the field are accurate and suitable. 2. Observation Research Observation is one of data collecting was used by the writer. The purpose is to know more about the location and the school and also to collect data about the processing of teaching writing and knowing the students mastery through blogging. 3. Interview An interview is given to the teacher and student to know the general condition of the students and to know the teaching writing using blogging at the class.
a. Students The research obtain an information that the blogging, used by the teacher, the student feel interest and enjoy to practice their writing through blogging the aim to improve their skill to written. By using blogging, can the teacher improve the students skill in writing? Does the blogging that given by teacher can make the student listening and joyful on their writing. b. Teacher Based on interview between the writer and the teacher there are some information namely ; The teacher can give solution to improve student, learning result, espicially writing through blogging. For the students, the teacher gives help and encourages them so write creatively and enjoyable. c. Headmaster Interview with the headmaster to collect data about the school’s opinion and attention to English lesson, the principal’s opinion about the teaching writing technique which has been done by the teacher and the students writing interest. 4. Test The writer have given the test to the students each of the meeting from the cycle I until cyle II, and then the writer analyzed the result of the test.
5. Documentation The other instruments in this research is documentation. By doing the documentation technique the research will obtain the data in the form of students achievement in writing test (students daily test), beside that he/she will took some pictures when the learning process happened. Here the writer wrote the process of teaching learning in documentation. 6. Discussion The writer discussed with English teacher about her teaching learning process when the teacher is teaching writing use blogging. And talk about what the result of using it for students. 7. Library Study The writer tried to support this thesis to be perfect by visiting library. In there, the writer gets many more information and knowledge to make her argues is strong. This research instrument is using library research by reading and collecting data, which has relevance with the research and data collecting taken from some book. She read and choose it as the data of her research. With expert’s argues, the writer believes that is true and can support this thesis. The writer visit library in her town and around colleges of Jakarta City. G. Technique of Data Analysis There, the analysis of the research uses the descriptive analysis. Based on this method there has some advantages and weaknesses.
Some of the advantages of teaching writing using blogging media are as follows : 1. Using blogging media make students more pleasure from regular activities in class. It creates a relaxed atmosphere in the classroom. 2. Using blogging media can encourage the students to write in English because the blogging media are combinations between language practice with fun and excitement. 3. Blongging media can practice the students’ ability in forming many kind of writing. While the weaknesses are : 1. In applying blogging media, the teacher needs the students who are skillful in ICT. 2. In applying blogging media, the teacher needs the connector internet in the class. 3. In applying blogging media, the teacher needs the students’ more controlling how to make right pronunciation.
CHAPTER IV THE RESEARCH RESULT AND DISCUSSION
E. The Description of the School 6. The Background of School MA Ar-Rasyidiyyah Koja North Jakarta is Islamic High School, located on Jl. Muallim South Tugu Koja North Jakarta, which have long stood in 1981 on the initiative of the Ar-Rasyidiyyah Organization is welcomed by the local community but at 1996 MA Ar-Rasyidiyyah was closed because there are the conflict inside. Then at 2006 MA Ar-Rasyidiyyah has found back with Drs. H. A Mahfudz Abduh who is the headmaster until now. Surrounding communities are very happy because teaching and learning in school not far from where you live and the ability to finance public school children were affordable. Therefore the existence of MA Ar-Rasyidiyyah Koja Jakartas tood very first time the public and local government response, not a few people who took participation in MA Ar-Rasyidiyyah Koja Jakarta development. The Vision and Mission of MA Ar-Rasyidiyyah Koja North Jakarta, namely, as follows : a. Vision : The implementation of the educational process that prioritizes balance between formation IP and IMTAQ. b. Mission : 1) Providing appropriate education curriculum 2) Prioritize the aspects of management functions education
education administration, process education and educational facilities. 3) Improving education on aspects of management planning, organizing and execution control. 4) Seek out put education devoted, intelligent, skilled and competitive. c. Purpose : 1) Achievement in academic and non-academic 2) Reliable in learning activities 3) Strengthening the faith and devotion to Allah Almighty. 4) Teaching and learning atmosphere that is orderly, democratic, conducive, and nurturing. 5) Have a high social awareness. 7. The Usage Curriculum In MA Ar-Rasyidiyyah Koja North Jakarta, all teachers used National Curriculum 2006 (KTSP), and also for the English teachers. The basic competence or skill that should be thought are speaking, reading, listening, and writing. They are integrate one other. And the teacher free to use the method or the technique for their teaching correctly. The teacher used KTSP curriculum as a reference for their teaching because without curriculum the teaching learning process will never reach out.
8. The School Organization The School Organization of MA Ar-Rasyidiyyah Koja North Jakarta THE SCHOOL ORGANIZATION MA AR-RASYIDIYYAH KOJA NORTH JAKARTA DEPAG NORTH JAKARTA CITY
ORGANIZATION OF ARRASYIDIYYAH
` HEADMASTER
SCHOOL COMMITTEE
STAFF ADMINISTRATION
HOMEROOM TEACHER X
HOMEROOM TEACHER XI
HOMEROOM TEACHER XII
STUDENTS 9. The School Facilities MA Ar-Rasyidiyyah geographically located in Jl. Muallim South Tugu Koja, North Jakarta. Has a strategic location that is located on the edge of the highway, easily accessible from all directions. Built on a land area of 350 m2. MA Ar-Rasyidiyyah have some facilities to support the teaching and learning process, that are :
a. The Classroom b. The Headmaster room c. The Teacher room d. The Laboratory of Language e. The Laboratory of IT f. The Field of Volley Ball g. The Mosque, etc 10. The Extra Curricular Activities The type of extra-curricular activities that have been carried out in MA Ar-Rasyidiyyah Koja, North Jakarta are the scouts and religious activities. a. Scout activities carried out regularly every week on Saturday. b. Religious activities directed to students of religious life, as well as the ability to manage activities such as lectures, warnings mauled prophet, and Isra 'Mi'raj Prophet Muhammad SAW, in addition there is also the daily activities undertaken by students outside of school hours learning to write and read the Al Quran commonly carried out in accordance with a predetermined schedule. In extra-curricular MA Ar-Rasyidiyyah Koja North Jakarta activities of many wons several races including competion of tahfidul Qur'an, Qur'an Tartil, gymnastics, volleyball, quiz, and others.
F. The Activities at Classroom 1. The Cycle 1 Reconnaisance At the first time the writer entered the class. The students had low motivation. And the situation was not condusive. Planning
: The writer prepared the material a narrative from the text book. Then introduce about the blogging. The writer condition of student, took the absence of student and say greeting. Then the writer gave explanation about writing before giving the main of lesson and make pre-test (invite student for reciprocating writing) by short story about the folkstore. It supposed to know and measure the student’s achievement comprehending lesson of English writing. When done by is short story concerning the folkstore, seen reaction of student not yet give enthusiastic response to write. Out of eighteen student only five people that seem is active.
Acting
: The writer opened the example of narrative text. The student were asked to answer the question aloud about the material one by one that called randomly, the writer define kinds of narratives. Writer and student rewrite some short stories from the region in Indonesia.
Then gives explanation concerning narratives function. After that the students make the short stories to demonstrate concerning narratives if they had wrong vocabulary or pronounciation the writer corrected Indecisive flavor and fear to do mistake when writing the short stories which in rising seen. Of students seen still be covered by unconvinced and indecisive flavor of themselves when replying question. Even they are not daring to say by ear that firms [oppositely; also] heard by approximant whisper. Writer gives reinforcement and concludes, Advice Lessons that will come and give homework to make short stories. Then the students were asked to answer the work sheet (Execute evaluation). Writer say greeting before class exit. Observing
: In this part the writer observed that they had problem in their motivation and lack of vocabulary. From observation which got, almost all student unable to write. Even write is lazy or not spirit. This thing result student is less enthusiastically even class atmosphere become clamor. The result of average from the students in the first cycle, the competention from the methode is not work properly well.
Students’ Result of Cycle One Name
Aspect of Writing
Score
KKM
Pass/ Fail
Org.
Cont.
Gram
Vocb.
Spell.
Afifudin
12
11
11
13
13
60
65
Fail
Amiroh Husnaini
13
14
15
16
12
70
65
Pass
Arizal Duhori
12
11
11
13
13
60
65
Fail
Cahya
10
11
12
12
10
55
65
Fail
Eka Setiawan Wijaya
10
11
11
12
10
54
65
Fail
Fatur Rahman A
9
9
9
11
12
50
65
Fail
Khoirunnisak
10
12
12
12
10
56
65
Fail
Larastika
11
11
12
12
11
59
65
Fail
Muhammad Iqbal
12
11
11
13
13
60
65
Fail
Nadia Luthfi
13
12
14
13
14
65
65
Fail
Natasia Silvia Putri
13
14
15
16
12
70
65
Pass
Nur Alin Karudu
12
15
15
15
13
70
65
Pass
Nur Indah Rahmawati
14
13
16
15
12
70
65
Pass
Salbiyaturrohmah
10
11
12
12
10
55
65
Fail
Tika Herniawati
10
12
12
12
10
56
65
Fail
Ulfa Syarifah
11
12
12
12
10
57
65
Fail
Varah Ardilla
10
10
11
12
10
53
65
Fail
Yuliana
10
12
10
12
10
54
65
Fail
202
212
221
233
205
1074
Total
Averange
59,66
Reflecting
: They had problems in lack of motivation, bad pronounciation and have not enough encourages to write. Even in intonation even also of students, many doing mistake. Condition of class rather less in control, probably because new situation and they deal with instructor which less familiar, so that of front students still for expression their selves in the form of communications. The material would be equiped that had simple thing that contents the short stories. After the writer did the research, he finds that: 1. The students were lack motivation because they didn’t know how to write the narrative text well. 2. The students had not fun felling because the class condition is not enjoy. 3. They couldn’t equip in the correct sentence. So how with teaching process hereinafter? What have to be altered and added in process of teaching so that student can increase the ability in conversing English? Is that some weakness on technique of teaching, teaching matter that too difficult to be received or linguistic in submitting not accurate matter? This thing will be evaluated at cycle of two
Grapic of Students Categories
Fail Pass
2. The Cycle 2 Reconaisance At the second time the writer entered the class. The students’ motivation was still high the student had worked cooperatively with their teacher. The problem was have they hard ability to write? Because not all students have good vocabulary. Planning
: The writer choosed the material that contained the story, introduction and how to make narrative writing well. The writer took the sample material from the text book. The writer divided them into five groups. Then make observation of the students activities and make sure the students feel more comfortable with their groups.
Acting
: First, The writer explains about the material including how to write well in narrative, the process to write, rules of writing, and the purpose of writing. The material is narrative writing and sub-material about the short stories. Second, the writer
introduces about the blogging, how to make it, how to operate, how to write / make posting on the blogging, how to design the screen of blogging and how to use it. Third, the writer gives some examples to write in the blogging. Third, the teacher give some examples how to write on the blogging, how to change the templates of blogging. Then, the writer asks for students to practice and write their daily activities on the blogging what we have studied. The writer was being observer and conselor in the class activities. Observing
: From these activities the writer observed that they could improve their ability. Although they didn’t know to make the blogging well, they would do that best. In groups, students can cooperate with others and learn from each other as well as the teacher. This was cooperation, not only competition, and was encourage. The writer’s initial role is that of conselor. It means that the writer recognized how threatening a new learning situation can be for tenth grade of MA Ar-Rasyidiyyah, so the writer can support the students in their struggle to master the target language. Writer who use the groups activities believe students can learn from each other and can get more practice.
This could lead to development of community among class members. Students’ Result of Cycle Two Name
Aspect of Writing
Score
KKM
Pass/ Fail
Org.
Cont.
Gram
Vocb.
Spell.
Afifudin
14
15
13
16
12
70
65
Pass
Amiroh Husnaini
16
15
14
15
15
75
65
Pass
Arizal Duhori
15
14
13
15
13
70
65
Pass
Cahya
15
16
14
15
15
75
65
Pass
Eka Setiawan Wijaya
12
13
11
10
14
64
65
Fail
Fatur Rahman A
14
15
13
16
12
70
65
Pass
Khoirunnisak
15
13
13
15
13
70
65
Pass
Larastika
15
17
16
14
18
80
65
Pass
Muhammad Iqbal
14
15
13
16
12
70
65
Pass
Nadia Luthfi
15
17
16
14
18
80
65
Pass
Natasia Silvia Putri
16
18
17
18
16
86
65
Pass
Nur Alin Karudu
16
16
15
15
16
78
65
Pass
Nur Indah Rahmawati
18
19
17
20
16
90
65
Pass
Salbiyaturrohmah
19
18
18
17
19
91
65
Pass
Tika Herniawati
19
19
20
19
20
96
65
Pass
Ulfa Syarifah
14
15
13
16
12
70
65
Pass
Varah Ardilla
16
15
14
15
15
75
65
Pass
Yuliana
16
16
15
15
16
78
65
Pass
279
286
265
281
272
1388
Total
Averange
77,11
Reflecting
: There was increasing in their narrative writing ability and the responses showed that they had motivation in learning writing. Their anthussiasme were high when that writer choosed the simple title and write on the blogging. Developing a motivate among the class builds spirit and can help to reduce treat of the writing skill. And to know the whole result from this research, the writer gave the students the evaluation. Building sharing with among students was very important. In trusting releationship, the threat that students feel is reduced and therefore non defensive learning in promoted. Students can learn from their sharing with each other as well as their interaction the teacher. A spirit of cooperation, not competition, can prevail. In cylcle 2 there the competition to write on the blogging was held among the groups, then the students were more interested.
Grapic of Students Categories
Fail Pass
G. The Analysis In activities in the class, the writer could see the progrees of writing ability from the students. The improvement process in teaching writing through blogging media. There was increasing the average score from cycle 1, and cycle 2 the writer took their score from exercises that they have done. It was indicated that teaching writing through blogging media the students reached better and better in writing. From the table and graphic shows the result score evaluation are : 11 students got score 7 (61%), 3 students got score 8 (16%), 3 students got score 9 (16%). The average score is 7.11 , it means that the method by blogging media is make improvement for writing English for the students. H. The Research Findings Along the process of the research and the teaching directly to the school that has been object of the research activity, the writer also gets some findings from the students, the teacher, and the institution such as There are some students
who have lack of motivation in the following the kind of activities in the learning English process, it is shown by some of the students do not have any books used, no media to use in learning process, they are also lazy to learn English, and they are limitation of the knowledge and experience of English. While from the teacher, there are also found some finding such as : the method used in teaching is too monoton that is caused boring for the students, beside that the teacher tends that she is not creative in teaching English and lack of methods used in the teaching-learning activity in the classroom. There are also some information from the headmaster of school itself such as : the limitation of facility needed to teach English in general like : language laboratory, a complete library, and the other facility that has relative to the high technology to support the teaching English in the classroom.
CHAPTER V CONCLUSION AND SUGGESTIONS
C. Conclusion After analyzing some data collecting about improving students’ narrative writing skill through blogging media, and the condition of learning English process at MA Ar-Rasyidiyyah, now the writer tries to make conclusions from cycle 1 to cycle 2 such as below : 1. From the cycle 1 until 2, the writer which got, almost all student unable to make writing the narrative text. Even lack of motivation. This thing result student is less enthusiastically even class atmosphere become silently. The result obtain in each cycle 1 = 59,66, and on the cycle 2 = 77,11 . From the result it is concluded there is an improve in students’ narrative writing skill through blogging media. 2. In term of enthusiasm of students was increasing students’ writing skill are very significant. In the first cycle in the achievement of all the students failed the minimun standart criteria. Then in cycle 2 students have started enthusiastically to improve their writing skills, look at the final result of all students can achieve and exceed the minimun standart criteria. The using of blogging media shown to improve their enthusiastically.
narrative writing skills
3. The students study English with still lack of practice, the lack of motivation from the teacher, no media to express the student’s writing, and also the weakness of the students to understand about topic sentences and lack of their vocabulary, and never use the media studying in teaching writing, etc. 4. The English teacher seldom to use some media of teaching when she teachs English, especially teaching English writing and the teacher does not make innovation for the teaching. 5. The usage of system in teaching activity on MA Ar-Rasyidiyyah, especially teaching English writing just use the book to write. 6. The process of teaching narrative writing skill through blogging media make the students so enjoyful, so fun, and so pleasure. 7. The process of teaching narrative writing skill through blogging media make the teacher also feels more motivated and more interested. D. Suggestions After doing the research the writer has some suggestions for the students, English teacher and the institution as follow : a. For the students : 1. The students should always ask the teacher for clearer explanation when they can not understand the lesson. 2. The students should be active in participating during the lesson activity, espicially that have relatived to the writing aspect.
3. The students should express their mind into blogging to keep the ability English writing. 4. The students should help their friends when they can not make the blogging learning process. 5. The students should keep friendship with another and share what they have writed on their blogging b. For English teacher : 1. The teacher should make condusive and make fun in the class to support the class activity. 2. The teacher should be able to manage the class and the time in order to make students be more active and involved to the activity and make it runs well. 3. The teacher should make innovation in learning process, espicially English writing by using varians models. 4. The teacher should use the blogging when teach writing English because it can be students more motivate. 5. The teacher should make the blogging privacy in order make easier when they want share the lesson or everything. c. For the institution: 1. The institution should provide facilities that support the students activities in learning English.
2. The institution should maximize the function of the library and the laboratory of language as a medium for learning 3. The institution should provide the teachers that qualified based on their background education. 4. The institution should create the good relationship among the students, teachers, staffs, and the headmaster. 5. The institution should give the training of teacher to develop their ability and innovate the ways of teaching writing, especially using blogging. Those suggestions are hoped that can be practice by the English teacher in teaching writing, especially by using blogging to make the students have been familiar about it and get the best result.
BIBLIOGRAPHY
Arifin Zaenal, Dasar-dasar Penulisan Karya Ilmiah. (Jakarta : P.T Grasindo, 2003) Beach, R., Anson, C., Breuch, L., & Swiss, T. (2008). Teaching Writing Using Blogs, Wikis, and other Digital Tools. Christopher-Gordon Publishers: Norwood.10. Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27. Burgess, J. (2006). Blogging to learn, learning to blog. In A. Bruns & J. Jacobs (eds.), Uses of Blogs. (pp. 105). New York: Peter Lang Publishing Inc. Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: Lessons learned from a fiasco. In Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies (ICALT’05). Flatley, M. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68(1) Halic, O., Lee, D., Paulus, T. & Spence, M. (2010).To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. Internet and Higher Education, doi:10.1016/j.iheduc.2010.04.001. Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal http://www.blogger.com Kountur Ronny, Metode Penelitian (Jakarta: Buana Printing, 2007) L. C. Ducate, L. L. Lomicka. (2005, Fall). Exploring the blogosphere: Use of web logs in the foreign language classroom. Foreign Language Annals, 38(3) Maharani, Ida 2007. How to Write Effectively/Menulis Secara Efektif. Yogjakarta : Citra Aji Parama Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds) Teacher Developed Teacher Reseach : Paper on Classroom Research and Teacher Development. Oxford: Heinemann.
P. Beeson. Bringing blogs into the classroom. Quill. 2005, August, 93(6) R. Goodwin-Jones. Tag Clouds in the Blogosphere: Electronic Literacy and Social Networking. Language Learning & Technology. 2006, May.10 (2): 8-15. (Also online at: http://llt.msu.edu/vol10num2/emerging/). Yoon, H & Hirvela, A. (2004) ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing 13 (2004) Widdowson, H. G. (1978). Teaching language as communication. London: Oxford University Press.
APPENDIX 1 SILABUS PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester
Standar Kompetensi Menulis Mengungkapk an makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
: MA Ar-Rasyidiyyah : Bahasa Inggris : X/2
Kompetensi Dasar
Materi Pembelajaran
Nilai Budaya & Kewirausahaan Kegiatan Karakter /Ekonomi Pembelajaran Bangsa Kreatif
Mengungkap- • develop a kan makna paragraph of dalam bentuk narrative texts; teks tulis fungsional • write main pendek ideas and its (misalnya supporting pengumuman, ideas; iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Mengungkapkan makna dan langkah retorika dalam esei
Religius, Percaya diri jujur, (keteguhan toleransi, hati, disiplin, kerja optimis). keras, Berorientasi mandiri, pada tugas
write narrative texts.
Ind
Percaya diri (keteguhan hati, optimis).
Membuat M pengumuman t secara k individu dan t mempublie Berorientasi kasikan di t pada tugas a (bermotivasi, papan pengumuman tekun/tabah, M bertekad, g enerjik). M Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
g
M d m
M t p
Membuat M draft teks k naratif,berita r atau deskripsi s dengan m melakukan s
sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item
Mengetahui Jakarta, 16 Juli 2013 Kepala Madrasah Guru Mata Pelajaran
Drs. H.A. Mahfudz Abduh, M.Si Evy Salmiastuti NIP. NIP.197810222009122002
demokratis, (bermotivasi, rasa ingin tekun/tabah, tahu, bertekad, semangat enerjik). kebangsaan, Pengambil cinta tanah resiko (suka air, tantangan, menghargai mampu prestasi, memimpin) bersahabat, Orientasi ke cinta damai, masa depan gemar (punya membaca, perspektif peduli untuk masa lingkungan, depan) peduli sosial, tanggung jawab
chain writing. M k p m s d
M a c m n
M t n
M t n
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah :MA Ar-Rasyidiyyah Mata Pelajaran :Bahasa Inggris Kelas/Semester :X / 2 Pertemuan Ke :13 Alokasi Waktu : 2 x 45 menit
A.
Standar Kompetensi Menulis -
B.
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Kompetensi Dasar -
C.
Mengungkap-kan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi
Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat Menulis gagasan utama Mengelaborasi gagasan utama Membuat draft, merevisi, menyunting Menghasilkan teks fungsional pendek
Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri
Kewirausahaan/ Ekonomi Kreatif : Percaya diri (keteguhan hati, optimis). Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
D.
Pengambil resiko (suka tantangan, mampu memimpin) Orientasi ke masa depan (punya perspektif untuk masa depan). Tujuan Pembelajaran
E.
Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat Siswa dapat menulis gagasan utama Siswa dapat mengelaborasi gagasan utama Siswa dapat membuat draft, merevisi, menyunting Siswa dapat menghasilkan teks fungsional pendek Materi Pokok Develop paragraph of narrative texts; Writing narrative texts.
The first important thing to remember about a narrative essay is that it tells a story. The second important thing about a narrative essay is that the story should have a point. In the final paragraph, the author should come to an important conclusion about the experience that has just been described. For further steps in writing narrative, visit www.infoplease.com F.
Metode Pembelajaran/Teknik:
G.
Pendekatan Strategi Pembelajaran
: Contextual Teaching and Learning (CTL) : Cooperative Learning
Strategi Pembelajaran Tatap Muka
Terstruktur
Mandiri
Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Siswa mampu menganalisa tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Siswa mampu mengerjakan dan mengerti tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Langkah-langkah Kegiatan Pembelajaran Kegiatan Awal (10’) Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru:
- Memberikan stimulus berupa pemberian materi mengenai tata bahasa,
-
-
-
kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.. informasi tertentu. berhubungan dengan penyelesaian suatu soal. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi
gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Kegiatan Akhir (10’)
H.
Siswa diminta membuat rangkuman dari materi mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Sumber/Bahan/Alat Developing English Competencies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player
OHP/LCD Foto/ Poster Gambar Koran berbahasa Inggris Majalah I.
Penilaian
Teknik Bentuk Instrumen
: :
Tugas individu, Kuis, Ulangan harian. Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen : Answer these questions. 1. Have you ever written a story? 2.
What do you do first when you write a story?
3.
Have you ever written a fairy tale?
4.
Are there any differences between writing fairy tales and ordinary short stories?
Mengetahui
Jakarta,
Juli 2013
Kepala Sekola
Guru Mata Pelajaran
Drs.H.A. Mahfudz Abduh, M.Si
Evy Salmiastuti, S.Ag
NIP.
NIP.197810222009122002
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
A.
Nama Sekolah
: MA Ar-Rasyidiyyah
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
:X/2
Pertemuan Ke
: 14
Alokasi Waktu
: 2 x 45 menit
Standar Kompetensi Menulis -
B.
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Kompetensi Dasar -
C.
Mengungkap-kan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Indikator Pencapaian Kompetensi
Menggunakan kalimat reported speech dalam menyampaikan sebuah berita Menggunakan kalimat simple present dalam membuat sebuah deskripsi Menggunakan adverbial clause dalam menulis sebuah narasi Menghasilkan teks berbentuk news item Menghasilkan teks berbentuk narrative
Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri
Kewirausahaan/ Ekonomi Kreatif : Percaya diri (keteguhan hati, optimis). Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan). D.
Tujuan Pembelajaran
E.
Siswa dapat menggunakan kalimat reported speech dalam menyampaikan sebuah berita Siswa dapat menggunakan kalimat simple present dalam membuat sebuah deskripsi Siswa dapat menggunakan adverbial clause dalam menulis sebuah narasi Siswa dapat menghasilkan teks berbentuk news item Siswa dapat menghasilkan teks berbentuk narrative Materi Pokok Identify factual meaning in the texts; Identify the structure of narrative texts; Reading and understanding narrative texts.
F.
Metode Pembelajaran/Teknik:
G.
Pendekatan Strategi Pembelajaran
: Contextual Teaching and Learning (CTL) : Cooperative Learning
Strategi Pembelajaran Tatap Muka
Terstruktur
Mandiri
Siswa dapat menggunakan kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
Siswa mampu menganalisa kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
Siswa mampu mengerjakan dan mengerti kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
Langkah-langkah Kegiatan Pembelajaran Kegiatan Awal (10’) Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru:
- Memberikan stimulus berupa pemberian materi mengenai kalimat
-
-
-
reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
Kegiatan Akhir (10’)
H.
Siswa diminta membuat rangkuman dari materi mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Sumber/Bahan/Alat Developing English Competencies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar
Koran berbahasa Inggris Majalah I.
Penilaian
Teknik : Tugas individu, Kuis, Ulangan harian. Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen
:
Change the following sentences into passive voice. 1.
The cameraman takes the President's several times.
2.
A fire melts the wax statue at the House of Wax.
3.
My brother buys me this new computer game.
4.
She writes the beautiful story of prince and princesses.
5.
The firefighters helps a family from being trapped in a ruin.
Mengetahui
Jakarta,
Juli 2013
Kepala Sekolah
Guru Mata Pelajaran
Drs.H.A. Mahfudz Abduh, M.Si
Evy Salmiastuti, S.Ag
NIP.
NIP.197810222009122002
APPENDIX 3 The Observation’s Activities in Teaching Learning Process of CAR
Subject
: Writing
School
: MA Ar-Rasyidiyyah Koja Jakarta
The cycle
: I (one)
No
Students’ Activities
1
Students’ enthuasiasm in teaching process
2
Students’ attention in write
3
Students’ performance in their narrative
Best Good Enough Less V V V
writing skill 4
Students’ memorized in their narrative writing skill
5
Students’ fluency in punctiation and grammar
6
Students’ motivation in writing
Best
= 86 – 100
Good
= 71 – 85
Enough
= 60 – 70
Less
= < 60
V
V V
APPENDIX 4 The Observation’s Activities in Teaching Learning Process of CAR
Subject
: Writing
School
: MA Ar-Rasyidiyyah Koja Jakarta
The cycle
: II (two)
No
Students’ Activities
1
Students’ enthuasiasm in teaching
Best Good Enough Less V
process 2
Students’ attention in write
3
Students’ performance in their narrative writing skill
4
V V
Students’ memorized in their narrative
V
writing skill 5
Students’ fluency in punctiation and
V
grammar 6
Students’ motivation in writing
Best
= 86 – 100
Good
= 71 – 85
Enough
= 60 – 70
Less
= < 60
V
APPENDIX 5 The Result of Data Collection in Cycle I Name
Aspect of Writing
Score
KKM
Pass/ Fail
Org.
Cont.
Gram
Vocb.
Spell.
Afifudin
12
11
11
13
13
60
65
Fail
Amiroh Husnaini
13
14
15
16
12
70
65
Pass
Arizal Duhori
12
11
11
13
13
60
65
Fail
Cahya
10
11
12
12
10
55
65
Fail
Eka Setiawan Wijaya
10
11
11
12
10
54
65
Fail
Fatur Rahman A
9
9
9
11
12
50
65
Fail
Khoirunnisak
10
12
12
12
10
56
65
Fail
Larastika
11
11
12
12
11
59
65
Fail
Muhammad Iqbal
12
11
11
13
13
60
65
Fail
Nadia Luthfi
13
12
14
13
14
65
65
Fail
Natasia Silvia Putri
13
14
15
16
12
70
65
Pass
Nur Alin Karudu
12
15
15
15
13
70
65
Pass
Nur Indah Rahmawati
14
13
16
15
12
70
65
Pass
Salbiyaturrohmah
10
11
12
12
10
55
65
Fail
Tika Herniawati
10
12
12
12
10
56
65
Fail
Ulfa Syarifah
11
12
12
12
10
57
65
Fail
Varah Ardilla
10
10
11
12
10
53
65
Fail
Yuliana
10
12
10
12
10
54
65
Fail
202
212
221
233
Total
205 Averange
1074 59,66
APPENDIX 6 The Result of Data Collection in Cycle II Name
Aspect of Writing
Score
KKM
Pass/ Fail
Org.
Cont.
Gram
Vocb.
Spell.
Afifudin
14
15
13
16
12
70
65
Pass
Amiroh Husnaini
16
15
14
15
15
75
65
Pass
Arizal Duhori
15
14
13
15
13
70
65
Pass
Cahya
15
16
14
15
15
75
65
Pass
Eka Setiawan Wijaya
12
13
11
10
14
64
65
Fail
Fatur Rahman A
14
15
13
16
12
70
65
Pass
Khoirunnisak
15
13
13
15
13
70
65
Pass
Larastika
15
17
16
14
18
80
65
Pass
Muhammad Iqbal
14
15
13
16
12
70
65
Pass
Nadia Luthfi
15
17
16
14
18
80
65
Pass
Natasia Silvia Putri
16
18
17
18
16
86
65
Pass
Nur Alin Karudu
16
16
15
15
16
78
65
Pass
Nur Indah Rahmawati
18
19
17
20
16
90
65
Pass
Salbiyaturrohmah
19
18
18
17
19
91
65
Pass
Tika Herniawati
19
19
20
19
20
96
65
Pass
Ulfa Syarifah
14
15
13
16
12
70
65
Pass
Varah Ardilla
16
15
14
15
15
75
65
Pass
Yuliana
16
16
15
15
16
78
65
Pass
279
286
265
281
Total
272 Averange
1388 77,11
APPENDIX 7 The Result of Data Collection from per Cycle No
Name
Cycle 1
Cycle 2
Afifudin
60
70
Amiroh Husnaini
70
75
Arizal Duhori
60
70
Cahya
55
75
Eka Setiawan Wijaya
54
64
Fatur Rahman A
50
70
Khoirunnisak
56
70
Larastika
59
80
Muhammad Iqbal
60
70
Nadia Luthfi
65
80
Natasia Silvia Putri
70
86
Nur Alin Karudu
70
78
Nur Indah Rahmawati
70
90
Salbiyaturrohmah
55
91
Tika Herniawati
56
96
Ulfa Syarifah
57
70
Varah Ardilla
53
75
Yuliana
54
78
APPENDIX 8 The Result of Students’ Blogging
APPENDIX 9
Kisi-Kisi Pedoman Observasi
Kisi-Kisi Observasi Sasaran Observasi 1. Guru
Topik Observasi a. Perencanaan program bahasa inggris b. Pelaksanaan program bahasa inggris -
Proses pembelajaran
-
Keterampilan mengajar
-
Materi pelajaran
-
Penggunaan alat peraga sumber belajar
2. Siswa
-
Metode pengajaran
-
Pelaksaan evaluasi
-
Latar belakang siswa
-
Keaktifan dalam proses belajar
-
Respon terhadap pelajaran bahasa inggris
APPENDIX 10
Pedoman Observasi Dengan Guru Bahasa Inggris
Hari
: Rabu, 04 Sept’13
Kelas
: X (sepuluh)
Observasi
: Bu Evy
Observer
: Zainuddin
I.
Perencanaan Program Bahasa Inggris : 1. Apakah guru membuat perencaaan program bahasa inggris? a. Ya
b. Tidak
2. Tujuan pembelajaran apakah yang sedang dilaksanakan? a. Tujuan umum
b. Tujuan khusus
3. Kapan program perencanaan di buat? a. Awal semester
b. Tengah semester
4. Apakah guru membuat program perencanaan cadangan? a. Ya
b. Tidak
5. Bagaimana guru mengatur alokasi waktu dengan baik ? a. Pembukaan 15 menit b. Inti 35 menit c. Penutup 10 menit 6. Apakah guru membuat pengorganisasian siswa agar aktif dalam kegiatan pembelajaran? a. Ya
b. Tidak
II. Pelaksanaan Program Bahasa Inggris : 1. Apakah guru menyiapkan kondisi pembelajaran? a. Ya
b. Tidak
2. Apakah guru melaksanakan kegiatan pembelajaran yang sesuai dengan tujuan, siswa, materi dan lingkugan? a. Ya
b. Tidak
3. Apakah guru melaksanakan kegiatan pembelajaran dalam urutan yang logis?
a. Ya
b. Tidak
4. Apakah guru meyelenggarakan kegiatan dengan mempertimbangkan efektifitas waktu? a. Ya
b. Tidak
5. Apakah guru membuka pelajaran dengan tepat? a. Ya
b. Tidak
6. Apakah gruu menutup pelajaran dengan tepat? a. Ya
b. Tidak
III. Keterampilan Dasar Mengajar : 1. Apakah guru menggunakan keterampilan bertanya dasar dalam kegiatan pembelajaran? a. Ya
b. Tidak
2. Apakah guru memberikan penguatan dalam kegiatan pembelajaran? a. Ya
b. Tidak
3. Bentuk penguatan yang dilakukan guru? a. Penguatan verbal b. Penguatan isyarat c. Penguatan dengan sentuhan d. Penguatan dengaan berupa hadiah 4. Variasi yang digunakan dalam proses pembelajaran? a. Variasi gaya mengajar b. Variasi alat peraga c. Variasi dalam interaksi 5. Apakah guru menyampaikan dengan jelas dan sistematis? a. Ya
b. Tidak
6. Apakah guru menyampaikan dengan jelas dan nyaring? a. Ya
b. Tidak
7. Apakah guru menguasai bahan pelajaran yang akan disampaikan? a. Ya
b. Tidak
8. Apakah guru mempunyai keterampilan dalam membuka dan menutup pelajaran? a. Ya
b. Tidak
9. Apakah guru lakukan apabila siswa tidak memahami bahasa pengantar? a. Menggunakan bahasa tubuh b. Memberikan contoh konkrit c. Tidak ada 10. Apakah yang guru lakukan apabila ada siswa yang mengganggu dalam pelajaran? a. Menegur b. Menghukum c. Tidak ada IV. Metode : 1. Metode yang diguanakan dalam kegiatan pembelajaran? a. Tanya jawab b. Bernyayi c. Games d. Pemberian tugas e. Praktek langsung 2. Apakah guru menggunakan kegiatan game dalam pembelajaran? a. Ya
b. Tidak
c. Kadang-kadang
3. Apakah guru mendemontrasikan kegiatan pembelajaran dengan metode yang tepat? a. Ya
b. Tidak
c. Kadang-kadang
V. Alat Peraga dan Sumber Belajar : 1. Apakah guru menggunakan alat
peraga dan sumber belejar dalam
menyampaikan materi pembelajaran? a. Sering
b. Jarang
2. Media yang digunakan guru dalam proses pembelajaran?
a. Lembar kerja
b. Media info
3. Penggunaan media alat bantu? a. Sering
b. Jarang
4. Apakh guru sering menggunakan media yang sesuai dengan tujuan siswa materi dan lingkungan? a. Sering
b. Jarang
VI. Evaluasi : 1. Apakah guru membuat alat evaluasi dalam pembelajaran? a. Sering
b. Jarang
2. Apakah guru membuat alat evaluasi proses dan hasil? a. Sering
b. Jarang
3. Alat evaluasi yang digunakan? a. Tes lisan
b. Tes lisan dan tertulis
APPENDIX 11
Kisi-Kisi Pedoman Wawancara
Objek Wawancara 1. Kepala Sekolah
Topik Wawancara -
Latar
Belakang
Pendirian
MA
Ar-
MA
Ar-
Rasyidiyyah Koja Jakarta -
Tempat
Tanggal
Pendirian
Rasyidiyyah Koja Jakarta -
Pihak yang Mendirikan MA Ar-Rasyidiyyah Koja Jakarta
-
Struktur Kepengurusan MA Ar-Rasyidiyyah Koja Jakarta
2. Guru Bahasa Inggris
-
Visi dan Misi dan Tujuan Pendidikan
-
Program Perencanaan
-
Tujuan Program Perencanaan
-
Materi Program Bahasa Inggris
-
Proses Kegiatan Bahasa Inggris
-
Metode Program Bahasa Inggris
-
Media Program Bahasa Inggris
-
Evaluasi Program Bahasa Inggris
APPENDIX 12
Pedoman Wawancara Dengan Kepala Sekolah
Hari/Tanggal
:
Sumber Informasi
:
Wawancara Ke
:
Pewawancara
:
I.
Latar Belakang Sejarah MA Ar-Rasyidiyyah Koja Jakarta : 1. Apa yang Melatar Belakangi berdirinya MA Ar-Rasyidiyyah
Koja
Jakarta? 2. Kapan dan Dimana MA Ar-Rasyidiyyah Koja Jakarta di Dirikan? 3. Siapa Nama Pendiri MA Ar-Rasyidiyyah Koja Jakarta? 4. Apakah Tujuan Pendirian MA Ar-Rasyidiyyah Koja Jakarta? 5. Apakah Visi dan Misi MA Ar-Rasyidiyyah Koja Jakarta? 6. Kurikulum Apakah yang Digunakan di MA Ar-Rasyidiyyah Koja Jakarta? 7. Berapa Jumlah Siswa di MA Ar-Rasyidiyyah Koja Jakarta? 8. Berapa Jumlah Guru di MA Ar-Rasyidiyyah Koja Jakarta? II.
Program Kegiatan (Kurikulum) di MA Ar-Rasyidiyyah Koja Jakarta : 1. Tujuan Pendidikan di MA Ar-Rasyidiyyah Koja Jakarta? 2. Kurikulum yang Digunakan? 3. Sebutkan Program-Program Penjabaran Kurikulum di MA Ar-Rasyidiyyah Koja Jakarta? 4. Berapa Jumlah Kelas MA Ar-Rasyidiyyah Koja Jakarta?
III. Perencanaan Program Bahasa Inggris : 1. Apakah Guru Membuat Program Perencanaan Bahasa Inggris? 2. Apakah Guru Membuat Sendiri Program Perencanaan? 3. Apakah Guru Menentukan Cara Pengorganisasian Siswa Agar Dapat Berpartisipasi Aktif Dalam Kegiatan Pembelajaran? IV.
Program Kegiatan Pengembangan Bahasa Inggris : 1. Apakah Materi yang Ada di MA Ar-Rasyidiyyah Koja Jakarta?
2. Berapa Lama Kegiatan Berlangsung? 3. Bahasa Pengantar Apa yang Digunakan? 4. Apa Saja Sarana dan Prasarana di MA Ar-Rasyidiyyah Koja Jakarta? 5. Kemampuan Apa Saja yang Dikembangkan Dalam Bahasa Inggris? 6. Apakah Guru Melakaukan Variasi Dalam Dalam Mengajar? 7. Apakah yang Dilakukan Guru Apabila Ada Siswa yang Tidak Memahami Bahasa Pengantar?
APPENDIX 13
Hasil Wawancara Dengan Kepala Sekolah
Hari/Tanggal
: Rabu, 04 September 2013
Wawancara Ke
: Drs. H.A Mahfudz Abduh, M.Si
Pewawancara
: Zainuddin Pertanyaan
I.
Jawaban
Latar Belakang Sejarah MA Ar-Rasyidiyyah Koja Jakarta : 1. Apa yang Melatar Belakangi MA
Ar-Rasyidiyyah
Koja
Jakarta?
MA Ar-Rasyidiyyah merupakan Sekolah sudah lama berdiri yaitu pada tahun 1981, akan tetapi karena konflik keluarga sekolah ini pada tahun 1996 tutup dan dibangkitkan kembali oleh Drs. H. A. Mahfudz Abduh (saya sendiri) yang juga sebagai Kepala madrasah saat ini pada tahun 2006 dan tujuan utamanya adalah sebagai sarana dakwah
2. Kapan dan Dimana MA Ar- MA Ar-Rasyidiyyah di dirikan kembali Rasyidiyyah di Dirikan?
pada tahun 2006 setelah bangkrut pada tahun 1996. Letaknya di Jalan Muallim Koja Jakarta Utara
3. Siapa Nama Pendiri MA ArRasyidiyyah Koja Jakarta?
Pendiri pertama kali pada tahun 1981 ialah Bapak kepala Sekolah. Drs. H. Yusuf Hadi. Setelah bangkrut, sekolah ini didirikan kembali oleh Drs. H.A Mahfudz Abduh, M.Si yang sekaligus sebagai kepala sekolah sampai saat ini.
4. Apakah Tujuan Pendirian MA Ar-Rasyidiyyah Koja Jakarta?
Tujuan utama dari pendirian MA ArRasyidiyyah dakwah
adalah
dan
sebagai
mengajak
sarana kepada
masyarakat agar menyekolahkan anakanaknya sehingga menjadi manusia yang berilmu dan berimtaq 5. Apakah Visi dan Misi MA ArRasyidiyyah Koja Jakarta?
Visi dan Misi yang utama adalah ingin menciptakan Insan yang ber IMTAQ dan dan ber IPTEK
6. Kurukulum Digunakan
Apakah di
yang
Kurikulum yang digunakan saat ini
Ar-
adalah dari Departemen Agama dan
MA
Rasyidiyyah Koja Jakarta?
mengkombinasikan dengan kurikulum local
7. Berapa Jumlah Siswa di MA ArRasyidiyyah Koja Jakarta?
Alhamdulillah sampai saat ini siswa kami berjumlah 41 orang. Meskipun tidak banyak, saya pribadi berharap dan berdoa
semoga
Ilmu
yang
mereka
dapatkan bermanfaat 8. Berapa Jumlah Guru di MA ArRasyidiyyah Koja Jakarta?
Guru dan karyawan saat ini berjumlah 12 orang. Ada yang megang pelajaran lebih dari satu
II.
Program Kegiatan (Kurikulum) di MA Ar-Rasyidiyyah Koja Jakarta :
9. Tujuan Pendidikan di MA ArRasyidiyyah Koja Jakarta?
Tujuannya adalah untuk mendidik putraputri di sekitar masyarakat agar menjadi manusia yang berakhlakul karimah dan berwawasan global islam
10. Kurikulum yang Digunakan? 11. Sebutkan
Kurikulum Depag (KTSP) dan lokal
Program-Program Penjabaran
program
di
MA
Ar-
Penjabaran Kurikulum di MA
Rasyidiyyah adalah di bagi kedalam
Ar-Rasyidiyyah Koja Jakarta?
promes dan prota, jadi tiap semester ada kegiatan2
12. Berapa Jumlah Kelas MA ArRasyidiyyah Koja Jakarta?
Ada tiga ruang rombel, yah seperti inilah keadaan sekolah kami yang sangat sederhana.
APPENDIX 14
Hasil Wawancara Dengan Guru
Hari/Tanggal
: Rabu, 04 September 2013
Wawancara Ke
: Evy Salmiastuti, S. Ag
Pewawancara
: Zainuddin Pertanyaan
Jawaban
I. Perencanaan Program Bahasa Inggris : 1. Apakah Guru Membuat Program Ya, sering! Setiap awal semester Perencanaan Bahasa Inggris? 2. Apakah Guru Membuat Sendiri Ya, Kami membuat sendiri Program Perencanaan? 3. Apakah Guru Menentukan Cara Ya, Kami sering melakukannya, yaitu Pengorganisasian
Siswa
Agar dengan
Dapat Berpartisipasi Aktif Dalam didik Kegiatan Pembelajaran?
mengelompokkan yang
nilainya
peserta
bagus
agar
membimbing temannya
II. Program Kegiatan Pengembangan Bahasa Inggris : 4. Apakah Materi yang Ada di MA Pengembangan empat komponen yaitu Ar-Rasyidiyyah Koja Jakarta?
Listening, writing.
speaking, Masing2
reading,
dan
dikembangkan
sesuai dengan tujuan dan keahliannya 5. Berapa
Lama
Kegiatan Biasanya
Berlangsung?
selama
mata
pelajaran
berlangsung atau menambah kegiatan di laboratorium bahasa. Hampir 6 bulan yaitu satu semester
6. Bahasa
Pengantar
Digunakan?
Apa
yang Bahasa Inggris, akan tetapi sering diterjemahkan
ke
dalam
bahasa
Indonesia 7. Apa Saja Sarana dan Prasarana di Sarana dan prasarana yang kami miliki MA Ar-Rasyidiyyah Koja Jakarta?
ada
laboratorium
computer,
lab.
Bahasa, ruang kelas yang kurang memadai, dan tempat ibadah. 8. Kemampuan Dikembangkan
Apa
Saja
Dalam
yang Guru
mengembangkan
empat
Bahasa komponen agar berkaitan satu sama
Inggris?
lain, yaitu : Listening, speaking, reading, dan writing.
9. Apakah Guru Melakaukan Variasi Ya, Dalam Dalam Mengajar? 10. Apakah
yang
Dilakukan
guru
menggunakan
berbagai
media yang sesuai dengan materi. Guru Guru mengaitkan dengan keadaan
Apabila Ada Siswa yang Tidak sekitar. Memahami Bahasa Pengantar?
APPENDIX 15
KALENDER PENDIDIKAN
APPENDIX 16
Alokasi Waktu Dan Tugas Mengajar
No
Nama Guru
Jabatan
Tugas Mengajar Qawaidh
1.
Drs. H. A Mahfudz Abduh
Kepala Madrasah
Bahasa Arab Tahfidz Fiqh
2.
Evy Salmiastuti, S. Ag
Bahasa Inggris Muhadloroh
3.
4.
Drs. H. A Naqo'i Abduh
Guru
Qur'an Hadits
Guru
Aqidah Akhlak
Desirda Sutarto, S. Pd. I
PKN Sosiologi
5.
6.
Mahmudah, S. Pd
Guru
Bahasa Indonesia
Guru
Matematika
Muttaqin, S. Sc
Penjasorkes
Guru 7.
Drs. Heru Fadillah
Sejarah Nasional dan Umum Sosiologi
Guru 8.
Anik Retnowati, S. Pd
Geografi Sejarah Kebudayaan Islam
9.
Titik Uswah, S. P
Guru
Fisika Biologi
Kimia 10.
Yoni Mashani, S. Pd
Guru
Ekonomi
Guru
Bahasa Arab Qur'an Hadits
11.
Fadlullah Al Haqqy
Qawaidh Muhadasah TIK
12.
Siti Marwia
Guru
Seni Budaya
APPENDIX 17
Rekapitulasi Siswa
Kelas
L
P
X
6
12
XI
3
9
XII
6
5
Jumlah Total
15
26
APPENDIX 18
Daftar Nama Siswa Kelas X
No
Nama
L/P
Kelas
1
Afifudin
L
X
2
Amiroh Husnaini
P
X
3
Arizal Duhori
L
X
4
Cahya
L
X
5
Eka Setiawan Wijaya
P
X
6
Fatur Rahman A
L
X
7
Khoirunnisak
P
X
8
Larastika
P
X
9
Muhammad Iqbal
L
X
10
Nadia Luthfi
P
X
11
Natasia Silvia Putri
P
X
12
Nur Alin Karudu
L
X
13
Nur Indah Rahmawati
P
X
14
Salbiyaturrohmah
P
X
15
Tika Herniawati
P
X
16
Ulfa Syarifah
P
X
17
Varah Ardilla
P
X
18
Yuliana
P
X
SURAT PERMOHONAN IJIN PENELITIAN
SURAT KETERANGAN KEPALA SEKOLAH
SURAT KETERANGAN No..........................
Yang bertanda tangan di bawah ini : Nama
: Drs.H.A. Mahfudz Abduh, M.Si
Jabatan
: Kepala Madrasah Aliyah Ar-Rasyidiyyah
Menerangkan dengan sebenarnya bahwa : Nama
: Zainuddin
NPM
: 20098100926
Semester
: VIII (Delapan)
Program Studi
: Pendidikan Bahasa Inggris
Jurusan
: Bahasa Inggris
Perguruan Tinggi
: STKIP Kusuma Negara
Bahwa nama tersebut di atas telah melaksanakan penelitian di MA Ar-Rasyidiyyah Koja Jakarta dengan judul skripsi : ”TEACHING WRITING SKILL THROUGH BLOGGING AT TENTH GRADE OF MA AR-RASYIDIYYAH KOJA JAKARTA” Demikian surat keterangan ini kami buat agar dapat digunakan sebagaimana mestinya.
Jakarta, 02 September 2013 Kepala Madrasah,
Drs.H.A. Mahfudz Abduh, M.Si
AUTOBIOGRAPHY
Zainuddin, he was born on Probolinggo East Java Indonesia, 14th June 1989 from the couple our beloved parents Hasanuddin and Siti Khodijah. He is unmarried and my address Gunung Malang RT/RW 007/003 Gunggungan Kidul Pakuniran Probolinggo East Java. He finished my Elementary School of SDN Gunggungan Kidul 02 in 2002. He graduated from Islamic Junior High School of MTs. Sunan Ampel Pakuniran in 2005. I continued my study at Islamic Senior High School of MA. Zainul Hasan 04 Pakuniran and finished in 2008. After that I go to Jakarta to continue my study and worked at the Wildan Cell 3. After that he entered my Study at English Departement School of Teachers Training And Education (STKIP) Kusuma Negara Jakarta at 2009. And he have finishing my study at STKIP Kusuma Negara Jakarta at 2013. He thanks to Allah SWT that I finish this thesis to fulfill the strata one (S1) degree. He hopes this thesis can give some advantages for my junior class.
