Thesis Ira
Thesis Ira
Thesis Ira
INTRODUCTION
A. Background
University as the first foreign language. Nowadays, the present curriculum for
English lesson in the English Curriculum 2006 is directed to develop language skills
in order the students are able to communicate and also could make discourse in
certain level of literacy. Based on the English Curriculum 2006, there are four literacy
High School graduates, they are expected to reach at the functional level. In this case,
spoken and written in their daily life. In short, at Junior High School level, learners
The purpose of teaching English for Junior High School students is to develop
communicative competence in spoken and written form to achieve the literacy level
which can be realized through four language skills; listening, speaking, reading, and
writing. The Junior High School students are expected to be able to create many kinds
1
Related to learning English, there are four language skills including listening,
Writing is placed on the last stage among the four skills. The stage of the skill shows
that students have to be familiar with the first three skills. Byrne (1990:4) states that
writing is the most difficult activity for most of people, both in mother tongue and in
cognitive problems.
Writing is the act or art of forming letters and characters on paper, wood,
stone, or other material, for the purpose of recording the ideas which characters and
by considering a known or unknown reader who will get their ideas and their
meanings in the form of correct written text but also the reader who will read the text.
As state by Oshima (1998:2) that whenever a writer writes, he/she has to consider the
people who will read what she/he has written. By knowing the reader, it will help the
Firstly, there is psychological difficulty in which the writer has to decide what
information the reader needs and how best to express this. It means that there is no
immediate interaction between the writer and the reader. Secondly, there is linguistic
difficulty in that the language used in written language is different from that used in
speech. In this case, the writer has to know the conventions of written language.
2
Thirdly, there is cognitive difficulty in which that the students have to organize their
thought on paper. Sometimes, they lose ideas when they are obliged to write and they
The reality shows that the majority of students dislike writing. When faced
with a writing task, most students will react with negative comments. A teacher who
does not try to see the real message behind these comments could easily become
discouraged. Eventually, both the teacher and the students will hate writing. To
prevent this from happening, the teacher should consider what students actually mean
boring, and the possibility that students are actually expressing their insecurity and
From the preliminarily observation then, the researcher concluded that there
were two main causes: from teacher and students. Firstly, the teacher still used
traditional strategy in which she only demanded the students’ writing language rules.
The students were seldom trained to make a better writing by using varied technique.
The techniques used are monotonous. The teacher asked the students to write in a
certain topic. The time given was limited. They sometimes lost their ideas, so they
could not continue their writing. They also thought that time for writing was limited.
Because of these they got difficulties in writing and the result of their writing were
the writing skill of the students was still low especially in writing narrative. Some
3
techniques and approaches have been employed in teaching writing, nevertheless it
The students would usually enjoy new things, especially with the computer,
where they can explore a lot of things with it. Students are very comfortable with
computers and are very receptive to any learning activities that involve computers
can provide students with the opportunity to explore and experiment with language.
teacher can engage in multifaceted interactions with her students. Ideas, feelings and
research about writing entitled “Using E-Dialogue Journal to Improve the Students’
Writing Skill”.
B. Problem Statement
“Does the E-Dialogue Journal improve the students’ narrative writing skill?”
4
C. Objective of the Research
Dialogue Journal is able to improve the skill of the students of SMP Negeri 2
increase the teachers’ knowledge of English and share experiences in improving the
students’ skill to write narrative English using E-Dialogue Journal, encourage the
practices, and also give any contribution to the general public in increasing
This research not only will increase the students’ knowledge in language skill
but also to develop the Information Technology and Communication knowledge for
them.
This research limited to the teaching of English at ninth grade special class
skill to write Narrative English. The writer will focus attention on improving the
5
CHAPTER II
LITERATURE OF REVIEW
and computers, but will likely evolve into systems consisting of a variety of channels
(e.g., wireless, satellite), and technologies (e.g., cellular phones, personal digital
assistants) as they are developed and adopted. E-Learning can take the form of
courses as well as modules and smaller learning objects. E-Learning may incorporate
each other and the instructor frequently to accomplish their assigned tasks. E-learning
eliminated because the e-learning content is designed with media that can be accessed
from properly equipped computer terminals, and other means of Internet accessible
technology. E-learning is the design of the education that involves the electronics
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1.1. The Advantages of the E-Learning
more cost effective than traditional learning because less time and money is
spent traveling.
needed.
styles. Students have the advantage of learning at their own paces. Students
can also learn through a variety of activities that apply to many different
learning styles learners have. Learners can fit e-learning into their busy
schedule.
hyperlinks and sites on the worldwide Web. Students are able to find
allows students to select learning materials that meet their level of knowledge,
7
for the learner because it is information that they want to learn. E-learning is
flexible and can be customized to meet the individual needs of the learners.
2. Definition of Internet
Network.
networks, all of which use the same set up communication protocols ().
that internet 1986; is the limited computer networks of the U.S. Defense
internet (note: not capitalized) any set of networks interconnected with routers. The
pc, and used as the resource of the data and information, also as the tools of
interaction between data and information. It has been a support for the globalization
8
era which has lost the world limits. Internet has made two people form another
information rapidly. There are so many kinds of internet applications such as World
Wide Web (WWW), Email, Mailing List (Milis), Newsgroup, Internet Relay Chat
(IRC), File Transfer Protocol (FTP), Telnet, Gopher, and Ping (Henry Pandia,
2004:3).
But in this research, the writer will explain about the electronic Mail (E-Mail)
and Newsgroup.
(Henry Pandia,2004:3).
b. Newsgroup
as the bulletin board, where everyone feels free to describe their own
9
thoughts to read by another person which join together in the certain
group.
messages or writing.
class, where messages are left, where stories are written, where questions
are asked and where the language occurs. The facilitation in newsgroup
b. 1. Facebook
10
Facebook is a social site that Super-ordinate goals should be
(Rego:2009).
follow:
“If you would like to keep your personal profile reserved only for family and
friends but still wish to use Facebook with your students and/or
colleagues(provided they are at least 13 and you have parental consent), you
can set up a separate profile for this purpose”
1. You need to ensure you are first signed out from Facebook; once you are
signed out, go to www.facebook.com and sign up under the name you wish to
11
Please note that you will need to use a different e-mail from that which you
signed up any other Facebook profile with. Thus you would need to create
2 . Once you have filled out all the required information, you can go into your
you will need to have your profile listed on search results. Thus you will need
the search visibility settings enabled for everyone to view you. If you wish to
have your profile unlisted from search results, you will need toadd your
3 For your profile picture, please ensure that it upholds your professional image.
Thus, your attire, demeanor, and the setting in which your photo was taken
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3. Dialogue Journal
Staton in Tierney et.al (1990) state that dialogue journals are intended to the
concerns about school experiences ( and sometimes personal matters) without any
According to Posner (1996) in Taggart and Wilson states that a general format
puzzlement, or confirmation.
As Aurbech and Isserlis in Peyton (2000) say that Dialogue Journal is writing
express themselves, to make sense of their own and others’ experiences, and also to
Still in Peyton (2000) states that Dialogue Journals are written conversations
in which a learner and teacher (or other writing partner) communicate regularly
13
( daily, weekly, or on a schedule that fits the educational setting) over a semester,
personal vignettes (G.L. Taggart & A.P. Wilson, 2005: 78). Still in Taggart &
Wilson, the Dialogue Journals may describe the episode, analyze cause and effect,
and attempt to determine roles and beliefs stemming from the event.
learning while forming bonds between students that can provide a foundation for later
The Dialogue Journal allows the reflective practitioner to gain the benefits of
practical experiences
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- Systematically reflecting on self-development and on actions within
Dialogue journals have become a trusted tool for teachers who seek to
stimulate their students to read, write, and reflect using written language. A
dialogue journal is a booklet where teachers and students write back and forth
to one another, discussing class works, feelings, or whatever both parties wish
to discuss.
Regan (2003) used dialogue journals to form connections with students in her
“emotionally disturbed” special day class. She found that this method
4. Definition of Writing
People consider that writing skill is the most difficult skill to develop. In the
process of studying and acquiring new languages writing process is more complex
than other skills. Writing has been a central topic in applied linguistics for many years
and remains an area of lively intellectual research or debate. Many forms of enquiry
have been summoned to clarify both how writing best works and how it should be
best taught. Its complex structures seem constantly need adequate description and
15
explanation. According to Hyland (2002:5) there are three main approaches to
discourse structure.
situated strands, focuses on the writer and describes writing in terms of the
3. The third approach emphasis the role that readers pay in writing, adding a
b) longer sentences
f) characterized by monologue
write well of course takes time and practice. There are at least five stages in
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1. establishing topics
2. organizing ideas
Each step has its own purposes, for example is revising. In revising, you can
evaluate and change words you think inappropriate yet. You still have an opportunity
and interesting.
- To express a clear point means to convey the writer's main idea or--in the case
writer's purpose.
connections and transitions which clearly express the relationship of the ideas
described.
17
- To be grammatically and syntactically correct, writing should stick to the
informed about the subject. The writer need not be an authority on the subject
within a specified context. Informed writing might include any or all of the
Richards (1990: 101) states that the goal of language is convey information
more explicit than spoken language. Written language needs to be explicit because
the reader do not have any contact and may not know the writer. Consequently, the
written text has to clear understand. The amount of shared knowledge in written text
18
is much less than that usually find between speaker- listeners. All of these then
There are at least five stages in constructing a good written text (Boardman
1. Establishing topics
2. Organizing ideas
Each step has its own purposes, for example is revising. In revising, you can
evaluate and change words you think inappropriate yet. You still have an opportunity
Since your words can be changed and revised later, you do not need to worry
in making mistake in your first draft. That is one of the other specialties in writing. In
the other words, if you write inappropriate; however you can still has an opportunity
to change it. In speaking, you only have a one chance, whatever you have said
whether appropriate or not, you have said that. In writing you have second, third,
fourth chance to revise. It also helps you to know the better constructions.
Jacobs at. al (1981: 31) point out five significant components in writing these
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1. Content
There are four things that could be measured in connection with content. The
composition should contain one purpose only. Should be unity, should have
2. Organization
order of pattern. When writing the learner should arrange their writing
chronologically. They should present their ideas based on the order of which happed
3. Vocabulary
Vocabulary is one language aspect dealing with the process of writing study
in the process of writing the writer always thanks about putting word into sentences
and putting sentences into paragraph until they can create a piece of writing.
4. Language use
language and point of grammar. We should be able to do anything more than letter
separate items of language for separate function. And also grammar can help the
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5. Mechanics
Capital letters have principal uses in English writing. This may be used distinguish
Punctuation has only one function: that of making writing clearer for the
reader. Out tendency is to use punctuation, as little, as possible, but we must never
forget the inclination to out punctuation for the sake of clean looking page must be
deviance, inconsistency, or errors in these distract and confuse readers and ultimately
5. Models of writing
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6. Narrative Writing
Narrative is that we all seem to know what stories and narrative are, so one
social function is to tell stories or past events and entertain the readers.
whether true or fictitious. Narrative is a book, literary work, etc, containing such a
story. The art, technique, or process or narrating (Random house inc.2009 at Online
Dictionary.
edition). Narrative is the story about our experiences and whatever that included our
Oshima and Hogue (1997:27) state that narration is story writing. They also
state that if we write about narrative paragraph, we write about events in the order
that they happened. We should use time to organize our sentences. Narrative is the
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story about our experiences and whatever that included our interest, likely, with a true
fiction.
Wilson and Burks in Saleha states that narration is the form of writing used to
relate the story of acts or events. Narration places occurance in time or tells what
stories, novels, and new stories, as well as a large part of our everyday social
So the writers concludes that the narrative writing tells about one main
incident or happening. The author brings the incident to life so the reader shares the
experience. It should be written in logical order. It describes what a person does over
a period of time.
7. Writing Skill
Byrne says that writing is as forms of graphic symbols that consist of letters
which relate to the sounds we produce when we speak (1988: 1). Then Harris defines
writing as a process that occurs over a period of time, particularly if we take into
account the sometimes extended periods of thinking that precede creating an initial
draft. Even in the more immediately focused stage of constructing a text. (1993: 10).
And other definition of writing is explained by that Slattery who states like the other
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Based on the 2006 English Curriculum (Depdiknas: 24), the standard of
competence of English for Senior High School is spoken and written by using kinds
of language which suitable fluently and accurately using common utterances in the
daily life. Whereas in writing, the standard of competence is: to express various
explanation, discussion, commentary, and reviews. These various writing texts are
called genres. The objective of the writing skill in this curriculum is: students can
express their daily life activities into a writing text. The indicator that shows students
achieve the goal of the skill is they can produce a simple text in the notion of daily
life context.
8. Conceptual Framework
The psycholinguist Lenneberg as in Rajab (2005: 26) once noted about the
writing skill in a discussion of “species specific” human behavior that human beings
universally learn to walk and talk. He compared this skill with swimming and writing
that are bound to culturally specific, learned behaviors. He argued that this skill
part. And since it is a specific and learned behavior, there should be someone to teach
the skill. In short, this skill can only be achieved through learning.
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A student will face difficult problem to keep in an idea if he/she does not own
knowledge and large experience in learning it. It means that to describe an idea in a
composition, it needs an impression in order that the topic which will be composed is
below:
1. Input
independent variable of this research, and the teaching material would be set in the
lesson plan.
2. Process
Then, the researcher taught a class which is taken purposively by using E-Dialogue
Journal.
3. Output
The treatment that was given in the process of the research was evaluated by
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9. Hypothesis
hypothesis, namely:
1. The Alternative Hypothesis (H1): there was a significant to the students who were
2. The Null Hypothesis (H0): there was no significant to the students who were
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with research method and design, variables, population and
sample, instrument of the research, procedure of the data collection, and technique of
A. Research Design.
1. Method
2. Design
The design of this research was one group pretest – posttest design.
Treatment (x) was given between pretest (o1), and posttest (o2). The design
O1 X
O2
Where:
O1 : Pretest
X : Treatment
O2 : Posttest
(Gay, 1981)
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3. Variable of the Research
skill.
1. Population
The population of this research was the ninth grade special class of
classrooms and has about 42 students, so the number of the population were
294 students for the third grade. And the total number of SMP Negeri 2
2. Sample
students have their own facebook and known to operate it if they were
compared with another classroom. She took one class as the sample namely
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C. Instrument of the Research
The instrument of the research was writing test to know and measure students’
writing skill. The test was given both in pretest and posttest.
D. Data Collecting
1. Pretest
Before doing the treatment, the students were given pretest to know
their prior knowledge. The test consists of the writing test. In this writing test,
all students sample were given a topic then they make it as the narrative
writing.
2. Treatment Procedures
The treatment was given six times after conducting the pretest. In
these meetings, the writer will use E-Dialogue Journal strategy by Facebook .
Experiment Class
1. informal meeting
29
An informal meeting was done before the dialogue journal writing
session started. It was between the researcher and the subjects of the study.
- The students were briefed on the concept behind e-dialogue journal writing by
using Facebook and what was expected of them throughout the experimental
period.
- The students were also informed of the criteria for the e-dialogue journal
through Facebook.
- They were given the topics then they choose one of those topics.. The
- Besides that, they were given the encouragement to express their feelings,
- They were also told that the experiment will go on for a period of 3 weeks and
that they were supposed to write at least twice a week to their admin or
researcher.
settings, friend them, and add them to the Limited Profile List. Students
should not show: Photos, Videos, Status Updates, Friends, Posts, or Notes.
The students were given the Facebook address of the researcher and
they were asked to publish notes and the researcher tag students. Notes were
30
like blogs, but were more targeted toward the personal than the publicly
searchable. Share note about good things that happened in class. Publish
- They were also told to mail the message to their researchers and then, the
to avoid the embarrass them. This was to enable the researchers to keep track
of the messages sent and also to collect the messages to be analyzed later. The
turn- taking E-dialogue journal writing session through Facebook between the
subjects were going on for seven weeks and a total of entries are collected at
- The teacher opened the facebook and corrected the students’ work and gave
the comment for the students’ narrative writing. Then, the teacher posting
3. Posttest
After giving treatment the researches gave posttest to the students with
the same test in the pretest namely writing test but the topic present was
E-Dialogue Journal, the researcher used writing assessment of narrative good writing
(Heaton, 1989:100).
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Some formulas were applied in this study to process the data as follows:
1. The students’ score was tabulated by using the following criteria:
The total score of the writing test was 100 consisting of five components, namely :
Component Score
Content 20
Organization 20
Grammar 20
Vocabulary 20
Mechanics 20
Total 100
. (Heaton, 1998 and Jung, 2001)
The scale was divided into five parts of composition quality, namely content,
organization, grammar, vocabulary, and mechanics. Each of the part has five level
classification, from very good, good, average, poor, very poor. Below were the
a. Content
32
Very poor 5-7 If the central purpose, unity, coherence, and
continuity are all incorrect.
(Heaton, 1988 and Jung, 2001)
b. Organization
c. Grammar
d. Vocabulary
33
and using effective words.
Good 14-16 If the composition contains occasional errors of
vocabulary but the meaning is not obscured.
Average 11-13 If the composition contains frequent errors of
vocabulary but the meaning is not obscured.
Poor 8-10 If the composition is dominated by errors of
vocabulary and the meaning is confusing.
Very poor 5-7 If the vocabulary of the composition are all
inappropriate.
(Heaton, 1988 and Jung, 2001)
e. Mechanics
2. The researcher gave the classification score of that would be classified into five
levels as follows:
b. 71 – 85 Classified as good
c. 56 – 70 Classified as fair
d. 41 – 55 Classified as poor
34
(anonim)
3. The mean score of the students found out by means, following the formula:
D́ = ∑x
N
Where :
x́: The mean Score
4. Finding the information of the students’ in writing skill. The formula as follows:
% = X2 - X1 = 100%
X1
Where :
5. Finding the significant different between pre-test and post test by calculating the
t = D́
∑ D 2−( ∑ D ) 2
√ N
¿ N ( N−1)
35
Where :
t = Test of significance
1 = Consonant
CHAPTER IV
In this chapter, the researcher presents the result of the research, namely
A. The Findings
36
The finding obtained through the essay test in the ninth grade students of SMP
The pre-test and post-test result of the students for experimental group is
tabulated as follows:
Table 1
The Rate Percentage of the Students’ Score in Writing Narrative
Pre-Test Post-Test
No Classification Range
. f % f %
The table above shows that before giving treatment in writing are categorized
fair and after giving the treatment, the achievement of the students is categorized as
fair and good. It means that the students’ ability in writing by using E-Dialogue
Journal has improved significantly. Those table shows that before giving treatment, 3
(7.14) students are in good classification, 19 students (45.24) are in fair classification
and 20 students (47.62) are in poor classification. After giving treatment, 1 student
37
good classifications, 21 students (50) are in fair classification, 1 student (2.38) is in
Let we see the graphic below about the percentage of students’ score in
narrative writing:
Graphic 1
The Rate Percentage of the Students’ Content Score in Writing Narrative
pre-test Series 3
50
45.24
45.24 47.62
2.38
7.14
2.38
0
0
very good 0 Series 3
good
fair
poor pre-test
very poor
Table 2
The Rate Percentage of the Students’ Content Score in Writing Narrative
Pre-Test Post-Test
38
No Classification Range f % f %
.
1 Very good 86-100 4 9.52 9 21.43
2 Good 71-85 19 45.23 25 59.52
3 Fair 56-70 8 19.04 7 16.7
4 Poor 41-55 12 28.57 1 2.38
5 Very poor ≤ 40 0 0 0 0
Total 42 100 42 100
narrative writing before treatment. As can be seen in Table 2, it shows that 4 students
(9.52 %) are categorized very good, 19 students (42.86%) out of 42 students, and
there are 8 students (8 %) students are categorized as average, then there are 12
students (28.57%) who are categorized as poor and the students’ mean score for
content is 13.26.
Table 2 above indicates that 9 students (21.43%) are categorized very good, 25
students (59.52%) out of 42 students who are categorized as good, and there are 7
students (16.7%) are categorized as average, and as can be seen at this table below
Table 3
The Percentage of Students’ Content Improvement in Narrative Writing
39
Pre-test Post-test Improvement (%)
13.26 15.31 14.31
After giving the treatment, the students’ score in content of narrative writing
The line chart below (graphic 1) shows some of the students’ improvement in
Graphic 2
42.86
21.43
16.7 28.57
9.52 19.04
2.38
0
very good 0
good
fair
poor
very poor
The graphic above shows the mean score of students’ content component in
writing of pre-test and post-test. It has an improvement from the mean score between
pre-test and post-test namely, 15.31> 13.26 (the mean score of post-test is greater
40
than pre-test). In order to know the level of significance 5 % (0.05), degree of
Table 4
The level of significance
The table shows that the t-test value (4.88) is greater than the t-table value (2.45).
Then, look at the graphic below to see the level of significance of the t-test and t-table
value:
Graphic 3
The level of significance
t-test t-table
4.88
2.45
0
0
0
0
0 t-table
value 0
t-test
Based on this result, it is concluded that the difference of both means is statically
significant.
41
Pre-Test Post-Test
No Classification Range
. f % f %
narrative, where the students’ pre-test score were gained at the level poor, and then
after doing the treatment, the students’ post-test were in the fair and good
classifications.
After calculating the result of the students’ pre-test, the rate percentage of the
table above. The table above shows that the mean score obtains by the students in
pre-test. There are 0 (0%) students who gained at the very good categorization, in the
good while 14 students (33.34 %) students are categorized as average. So do the poor
42
Having included the students’ pre-test mean score, the next test to be analyzed
is post test. The table 5 above is the table that describes that the mean score of the
students’ post-test.
The table above shows that the mean score obtains the students in post-test is
greater than in pre-test with the mean score is 13.76 which is 2 students (4.76%) are
categorized as very good and 18 students (42.86 %) out of 42 students who are
categorized as good and so do the average classification, it has 18 students (42.86 %).
Writing
Table 6
The Percentage of Students’ Organization Improvement in Narrative Writing
It has an improvement from the mean score between pre-test and post-test
namely, 13.76 > 11.35 (the percentage of the improvement is 12.76 %).
Graphic 4
43
The Percentage of Students' Organization Score in
Narrative Writing
pre-test Column1
42.86
42.86
52.38
33.34
4.76
14.28 9.52
0
very good
good
average
poor
Table 7
t-test value of the students’ organization in narrative writing
The table shows that the t-test value (6.7) is greater than the t-table value
(2.45). The most significance finding can be seen at the graphic below:
44
Graphic 5
t-test value of the students’ organization in narrative writing
6.7
2.45
value
t-test t-table
After calculating the result of the students’ pre-test, the percentage of the
Table 8
The Rate Percentage of the Students’ Grammar Score in Writing Narrative
Pre-Test Post-Test
No Classification Range
. f % f %
45
a. The Students’ Mean Score of Grammar in Narrative Writing Pre-test
After calculating the result of the students’ pre-test, the mean score of the
table 4 above. The table above shows that the mean score obtains by the students in
pre-test. There are 0 (0%) students who gained at the very good categorization, in the
poor categorization, there are 26 students (61.90 %) out of 42 students and there are 2
The most important findings that we can see from Table 8 that there are 19
students (45.23 %) are categorized good after having the treatment and there are 13
The table 8 above shows that the mean score obtains the students in post-test
46
Graphic 6
45.23 61.9
30.95
23.81
23.81
0
9.52
0
very good
good
average
poor
The graphic above shows the mean score of students’ grammar component in
writing of pre-test and post-test. It has an improvement from the mean score between
pre-test and post-test namely, 12.90 > 10.71 (the percentage of the improvement is
11.91 %. The most important findings to appear from the data collected is shown by
Table 9
The Percentage of Students’ Grammar Improvement in Narrative Writing
47
In order to know the level of significance 5 % (0.05), degree of freedom (df =
Table 10
t-test value of the students’ grammar in narrative writing
The table shows that the t-test value (5.92) is greater than the t-table value
(2.45). Let we see the level of significance of t-test value through the graphic below:
t-table
value
t-test
t-test t-table
48
Table 11
The Rate Percentage of the Students’ Vocabulary Score in Writing Narrative
Pre-Test Post-Test
No Classification Range
. f % f %
After calculating the result of the students’ pre-test, the percentage of the
The table enclosed (see appendix e) shows that the mean score obtains by the
students in pre-test. There are 3 (7.14%) students who gained at the very good
who are categorized as good while 9 students (21.43%) students are categorized as
students and there is no student (0%) who is categorized as very poor.(See Appendix
e)
49
The most important findings that we can see from Table 11 above that there
are 3 students (7.14 %) are categorized as very good after having the treatment and
there are 24 students (57.14 %) are classified as good while 3 students (7.14%) are
classified as poor. The table enclosed (see appendix e) describes the mean score of
the students’ post-test. The mean score of the vocabulary score in narrative writing
post-test is 14.14.
The table below shows that the mean score obtains the students in post-test is
greater than in pre-test with the mean score is 12.90 where the pre-test is 14.14.
Table 12
The Percentage of Students’ Vocabulary Improvement in Narrative Writing
It has an improvement from the mean score between pre-test and post-test
Graphic 8
50
The Percentage of Students' Vocabulary Score in
Narrative Writing
pre-test Column1
57.14
28.57 42.86
28.6
7.14
21.43
7.14 7.14
Column1
very good
good
average pre-test
poor
The graphic above shows the mean score of students’ vocabulary component
Table 13
t-test value of the students’ vocabulary in narrative writing
The table shows that the t-test value (4.54) is greater than the t-table value (2.45).
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Table 14
The Rate Percentage of the Students’ Mechanic Score in Writing Narrative
Pre-Test Post-Test
No Classification Range
. f % f %
The data obtained from this table can be connected with the data in appendix f
which shows the percentage of the students’ mechanic score in writing narrative
where before treatment, 1 student (2.38 %) is classified as very good, and the total of
students who gain at good classification are 17 (40.47 %). 12 students (26.19 %) are
classified as fair, and there are 13 students (30.95 %) are poor classification.
Strong evidence on post-test also found when we see the students who gain at
very good classification is being 6 students (14.28 %), 26 students (61.90 %) out of
42 students are classified as good classification while the students who gain at the fair
classification are 19.04 and at the poor classification is less than pre-test namely, 2
After calculating the result of the students’ pre-test, the mean score of the
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table 14 above. The table enclosed (see appendix f) shows that the mean score
obtains by the students in pre-test. There are 1 (2.38%) students who gained at the
Having included the students’ pre-test mean score, the next test to be analyzed
is post test. The table enclosed (see appendix f) describes that the mean score of the
students’ post-test.
Those table shows that the mean score obtains the students in post-test is
14.29 where 6 students (14.28%) are classified as very good, 26 students (61.90 %)
are classified as good. Then, 8 students (19.04 %) are classified as average. And there
The mean score of post-test is greater than in pre-test with the mean score is
12.88 and the post test is 14.93. The improvement of the mean score between pre-test
and post-test.
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Table 15
The Percentage of Students’ Vocabulary Improvement in Narrative Writing
are improved. It is obvious from the figure that a number of respondents gain average
classification. The data obtains from graphic 9 below shows significant findings on
.Graphic 9
61.9
40.47
14.28
19.04
26.19 30.95
2.38 2.38
very good
good
average
poor
The graphic above shows the mean score of students’ mechanic component in
writing of pre-test and post-test. It has an improvement from the mean score between
pre-test and post-test namely, 14.93 > 12.88 (the percentage of the improvement is
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13.93 %). In order to know the level of significance 5 % (0.05), degree of freedom
Table 16
t-test value of the students’ mechanic in narrative writing
The table shows that the t-test value (4.88) is greater than the t-table value (2.45).
Let we see at the graphic below about the level of significance of t-test and t-table
value:
Graphic 10
t-test value of the students’ mechanic in narrative
writing
t-test t-table
4.88
2.45
t-table
value
t-test
Based on this result, it is concluded that the difference of both means is statically
significant.
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6. Hypothesis Testing
After calculating the t-test value, then it is compared with the value of t-table
with the level of significance p=0.05 with the degree of freedom (df = 41), the value
of t-test value is greater than t-table value. The t-test value for content of narrative
writing is 4.88. And the t-table for organization of narrative writing is 6.7 it is greater
also than the t-table. So do the grammar of narrative writing, it is 5.92. The t-test for
vocabulary is 4.54. It is also shown that the t-test is greater than t-table. The t- test for
mechanic is 4.88 that show the t-test is greater also than the t-table. This shows that
mean score difference between pretest and post test is statistically significant.
writing component :
Table 17
Statistic T-testing Operation of Narrative Writing
These findings are used to determine whether or not the hypothesis stated in
this research is statistically proved. As being stated in previous chapter that the null
hypothesis (H0) is rejected when the value of t-test is greater than the value of t-table
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Graphic 11
Statistic T-testing Operation of Narrative Writing
6.7
4.88 5.92
Content
Organization
Grammar
Vocabulary
Mechanic
Therefore, based on the above result where the value of t-test is greater than
the value of t-table, the alternative hypothesis (H1) is accepted and the null hypothesis
(H0) is rejected. This means that the hypothesis “There is a significance difference
of the students’ writing skill on narrative before and after teaching through E-
Dialogue Journal” is accepted (p = .05. df = 41). And this also means that E-
B. Discussion
fair which is proven by the percentage of the each score of pre-test for the content,
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The students mean score for content in pre-test is 13.26 while at the post-test
is 15.30. It shows that there is a significant improvement in writing after giving the
So do the students’ mean score for organization in pre-test is 11.35 and at the
post-test is gained at 13.76. The improvement of the mean score between pre-test and
post-test is 12.76 %.
At the mean score for grammar pre-test is 10.71 and the post-test is 12.90.
There is a significant improvement also because the post-test is greater than pre-test
The students mean score for vocabulary pre-test is 12.14 and at the post-test,
the students mean score is 14.14. The improvement between pre-test and post-test is
13.14 %.
After giving the treatment, the students mean score for mechanic of narrative
writing is 14.93. It is improved which proven by the difference between mean score
The students’ means score from the pre-test obtains by the students in the
experiment class is 60.35 lower than the post-test. On the other hand, the result of
statistical t-test value for all of the component in narrative writing is greater (9.11)
After giving treatment for four times to the experiment class, the students’
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good classification, 19 (45.24 %) were in good classification, 21 (50%) were in fair
classification, 1 (2.38 %) was in poor classification, while none of them in very poor
classification. The students’ mean score from the post-test obtained by the students in
the experimental group (71.07) is greater than students in the pre-test (60.35). It
appears that the mean score of the post-test obtained by the students is different
where t-test value (9.11) greater than t-table value (2.45). It means that the
achievement of the students who were treated by using E-Dialogue Journal in writing
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CHAPTER V
A. Conclusions
Based on the findings and the discussion presented in the previous chapter, the
researcher tries to conclude this research that focus on the students’ skill in writing
narrative through E-Dialogue Journal. It is proved that the use of E-Dialogue Journal
in teaching writing to the ninth grade students of SMP Negeri 2 Sungguminasa has a
It is supported by the data, in which the mean score of the students in the pre-
test from the experimental group 60.35 has been improved in the post-test, in which
the students mean score is 71.07. In applying the t-test formula for the students post-
test for both groups, it is found that t-test value is much higher than the value of the t-
table (9.11>2.45).
B. Suggesstion
tried to give some suggestions for the future research about the English teaching
method as follows:
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2. The teachers are suggested to motivate students in writing narrative to
improve their skill by using strategy, so that they can express their ideas,
3. The teachers are suggested to create the fun atmosphere in order that the
4. The teacher of English should give the students homework and review their
lesson
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BIBLIOGRAPHY
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Pandia,Henry.2004. Teknologi Informasi dan Komunikasi untuk SMP Kelas IX.
Erlangga.Jakarta.
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