Professional Documents
Culture Documents
a Final Project
Submitted in partial fulfillment of the requirements
For the degree of Sarjana Pendidikan
In English
by
Reza Adi Nugraha
09420279
ABSTRACT
Nugraha, Reza Adi. 09420279. 2014. Using Twitter as Media in Teaching Written
Recount Text: a Case of the Eighth Grade Students of SMP N 39 Semarang in
academic year 2013- 2014. Final Project, English Department.Faculty of
Language and Arts Education, UNIVERSITAS PGRI Semarang. Advisor I: Sri
Wahyuni S.Pd., M.Pd. Advisor II: Ririn Ambarini S.Pd., M.Hum.
The objectives of this research are: (1) to find out the students ability in writing
skill among the eighth grade students of SMP N 39 Semarang taught with using
Twitter. (2) to find out the students ability in writing skill among the eighth grade
students of SMP N 39 Semarang taught without using Twitter. (3) to know
whether there is any significant difference of the students ability in writing skill
among the eighth grade students of SMP N 39 Semarang taught with and without
using Twitter.
This research involved two classes of the eighth grade students of SMP N 39
Semarang. The instrument to collect the data is writing test and questionnaire. In
this research, the writer analyzes the data base on the analysis grammatical error,
punctuation, organization of text, style and logical development that are found in
students recount text. In collecting data, the writer gives a writing test; the
writing test held in two steps, there are pre-test and post-test. The writer asks the
students to write a recount text by being their twitter account for post-test. The
writer uses (t) test to analyze the data. The result of analysis shows (1) that the
most difficulties found in students work sheet are a grammatical error and logical
development. Most of students cannot arrange their word into a logical
development paragraph and write into a correct grammatical structure, especially
in control class taught without using twitter. (2) The students in experimental
class got improvement in their writing skill after being taught using twitter, the
students ability in writing a recount text got better than before they taught
without using twitter.
In conclusion, using twitter is very helpful, enjoyable, interesting and it can avoid
the boredom of the students in learning English. The students can write a recount
text in a good organization of text. Moreover, using twitter to teach a recount text
can help students to express their ideas briefly and build students knowledge for a
new experience they got from twitter. It is suggested for the teachers and
education practition to apply the use of twitter to improve the students ability in
writing a recount text.
Keywords: writing, recount text, and twitter.
INTRODUCTION
A. Background of the Study
As the important language, English has been taught early. English is
taught in kindergarten, elementary school, junior high school (SMP), senior
high school (SMA), and university level. Even in certain regions, English has
been taught in elementary school as a local subject. English must be taught in
order to make the students to be able to show their skills in listening, speaking,
reading, and writing. (Kepmendiknas, 2006 number 22 and 23).
Therefore, the writer will focus on Using Twitter as Media in Teaching
Written Recount Text: a Case of the Eighth Grade Students of SMP N 39
Semarang in the 2013/2014 Academic Year.
B. Reason for Choosing the Topic
1. Writing is one of the important of language skills, so writing must be taught
in Junior High School.
2. Twitter can give the motivation for the students, and it can make the student
easy to write.
3. The researcher chooses the eighth grade students of SMP N 39 Semarang
because the writer wants to know the students ability in writing recount
text using twitter.
C. Statements of the Problem
1. To what extent is the students ability in writing recount text with using
Twitter.
2. To what extent is the students ability in writing skill without using Twitter.
3. Is there any significant difference of the students ability in writing skill
with and without using Twitter.
REVIEW OF RELATED LITERATURE
A. General Concept of Writing
1. Definition of Writing
Writing is one of linguistic competences that is expressed in written
(Pardiyono, 2006: 1).
Harmer (2004:41) stated that there are five tasks which teachers have
to perform before, during, and after students writing:
a.
Demonstrating
b.
c.
Supporting
d.
Responding
e.
Evaluating
treated with different treatment. Next both of the groups had been measured
with the test and the results will be compared. The design of the research is as
follows:
Group A
O1 X O2
Group B
O3 O4
Where:
O1
O2
O3
O4
: Treatment
(Sugiyono, 2008: 159)
) and dependent
In collecting the data relating to the students ability in writing recount text, the
researcher gave a test to the eight grade students of SMP N 39 Semarang who
became the subject of this research. The researcher used twiter as the treatment for
the students.
1. The significant difference of students ability in writing recount
text with twitter and without twitter.
a. Overall Analysis
In conducting this research, the researcher has conducted two
teststo measure students improvements. They are pre- test and posttest. The result below shows the students improvements on post test.
Based on the post test both experimental and control class in
table 4.1 and 4.2, it can be concluded that the score of both classes
show significant differences. It can be seen that the maximum score in
the experimental class is 86 while the control class is 80. The
minimum score in experimental class is 56 while the minimum score
in control class is 20. The mean score in experimental class is 70, 49
while the mean score in control class is 53, 60. It means that the
students score in the experimental class is higher than the control
class.
b. The computation of t-test
To make the analysis more reliable, the scores was analyzed by
using t-test formula. t-test measures the significance of the result for
this research. The effectiveness of the treatment can be calculated
using the following formula:
Before applying t-test formula, the mean of the deviation value of pre-test
and post-test should be found first and then the researcher calculated the number
of deviation quadrate.
DISCUSSION
10
Using Twitter can improve the students ability in writing recount text. This
research is conducted in a limited time (2 meetings) in the classroom atmosphere
that was enjoyable for the students to have discussion in class. Twitter can make
the students to be active in studying recount text. There were some steps to use
Twitter in teaching learning process. The first, teacher asked the students to
follow teachers Twitter account. Next, the teacher invited the students to join the
group of class on Twitter. After that, they can share their recount text to the group
of their class on Twitter and then their friends can give comments or opinion
about recount text. In conclusion, the result of this study confirms that Twitter is a
good media in teaching written recount text.
It can be seen by the result of the mean score in experimental class (VIII A) and
control class (VIII B). If it is compared, the mean score of the experimental class
is increasing higher than control class. The mean score of the control class is 53,
6and the mean score of the experimental class is 70, 49. It is clear that the
improvement of the mean score of the experimental class is higher than the
control class.In this research used of Twitter to improve the students ability in
writing recount text. In this activity, most of the students were active, enjoyable,
and comfortable in studying recount text by using Twitter.
To check the significant difference between the students ability after being taught
by using Twitter and without using Twitter, it was analyzed by using t-test
formula. The result of the t-test was8, 66. It should be consulted on critical value
on the t-table using 5% (0,05) alpha level of significance. The result of t-test was
higher than the critical value on the table (8,66>2,0315). It means that there was a
significant difference between teaching written recount text by using Twitter and
without using Twitter.
From the data above, it is obvious that Twitter is able to give contribution for
improving the students ability in writing recount text
CONCLUSIONS AND SUGGESTIONS
A.
Conclusions
1 The use of Twitter in the class. By using Twitter, the students could
discuss about the text by giving comments or opinion about the text. The
11
last step is the material was concluded by the teacher and students
together.
2
From the data analysis, the students who were taught by using Twitter got
the mean score higher than the students who taught without using Twitter.
The experimental group has mean score 70,49 whereas, the control group
has 53,60. So there is significant difference between teaching written
recount text by using Twitter and without using Twitter.
B.
Suggestions
1.
2.
b.
3.
4.
BIBLIOGRAPHY
Anifah, Sri. 2010. Media Pengajaran. Surakarta. Yuma Pustaka.
12
Vangie.
2013.
Dictionary
Guide.
www.webopedia.com/quick_ref/Twitter_Dictionary_Guide.asp, accessed
on July 29th 2014