IMPROVING STUDENTS WRITING COMPOSITIONS THROUGH WEBLOGGING

Anik Nunuk Wulyani Universitas Negeri Malang, Indonesia Writing plays a major role in the academic life of students whether they are in the elementary, secondary or tertiary level of their education. Throughout their study, they are required to write. The writing itself may be materialized in the form of some notes on their teachers explanation, written answers to the tests they follow or essays on their writing class. In tertiary educational level, especially, writing becomes one of the skills that students must possess to be able to follow and succeed in their study. Not only the student of English department who should be able to write in English but students from the non-English departments should also master the skill of writing in English. Unfortunately, the teaching of English to the non-English department has a tendency to marginalize the teaching of writings since the teacher usually gives more priority to reading, speaking, and listening skills or to the study of grammar. There is also a persistent tendency of failure of English teaching that was caused by a number of reasons such as limited time frame, minimum language entrance mastery, and low motivation (Sadtono 2000 and Baradja 2000). In the mean time, the Internet and its facilities have been used in the language classroom more than a decade now (Warschauer and Whittaker 1997 and Gonglewski et al. 2003) and have dramatically altered not only the communication but also to the approaches in the teaching and learning of English (Warschauer et al. 2000 and Namwar and Ratstgoo 2008). Weblogs are one of the popular technologies that have been developed during these years. Weblogging is seen as a beneficial tool for the teaching and learning of English, especially in teaching and learning writing skills. To name but a few, the advantages of blogging in language classes include: instant publishing online, having a readership, providing reading practice, creating online portfolio of student written work (Kavaliauskiene et al. 2006 a & b, Kavaliauskiene et al. 2007), serving as an academic practice reflection (Freeman et. al 2006; Mynard 2007 and Zhang 2009), supporting for active and collaborative learning and reinforcing individual accountability (Du and Wagner 2005). In addition, Salen (2007) states that academic blogs have improved the students writing skills and the quality of their writing after a research done in some universities around the worldUS, UK, Norway, Australia, Hong Kong and Japan. In Indonesian tertiary education contexts, Juniardi and Samanhudi (2006) investigate on the teaching of argumentative writing for English department students through the Weblogs, while Desiani (2007) looks into how Weblogs have assisted the students of nonEnglish department to improve their writing ability into greater length, clearer schematic structure and more cohesive texts after several practices. To complete the pictures on the study of the field of the Weblogs utilization, the recent study aims to find out how the use of the Weblogs may influence the result of the students writing compositions and the students perception on it. It is essential to note that the integration of Weblogs (the Internet-based activities) and the teaching of English to non-English department in Indonesian EFL context have received a little attention. An intensive reading in online journals reveals that there are not too many articles or studies available in this issue, especially in Indonesian EFL context. The recent study is designed to see how the Weblogs can improve the students writing compositions and what the students opinion on the integration of the Weblogs in their class activities are. It attempts to reveal how well the students writing composition might improve after using 1

the Weblogs and what changes the students perceive prior and after the implementation of the internet-based activities in their classroom. Looking at nowadays trend, the possibility of integrating Weblogs in the teaching and learning of foreign language is imperative in promoting the non-English department students English proficiency. Thus, this study is done to examine the influence of Weblogs to the students writing compositions. The idea lies behind this proposition is a notion that Weblogs, with the rightful amount of assistant from the teacher, would help students of nonEnglish departments to improve their writing compositions. METHODS This research is directed by a quantitative approach. Given that this study aims to investigate the progress the students of non-English department could achieve through the utilization of the Weblogs in their writing skills, a quantitative research design is utilized. This design is an ideal guiding scaffold since it permits statistical measurement on the progress of the students writing. In addition, statistics (statistical computation) allows us to summarize complex data and then, if desired, to draw inferences from them (Woods et al. 1986) and once we have a set of data, either for every occurrence of our chosen phenomenon or for a sample of it, we usually need to summarize it in such a way that we can discern its general characteristics (Butler 1985). The participants of this recent study are the students at the Faculty of Education or Fakultas Ilmu Pendidikan (FIP), departments of Civic Education or Pendidikan Pancasila dan Kewarganegaraan (PPKN). The permission of the lecturer and the students cooperative manner become the grounds to choose that particular class becomes the respondents of this study. It is assumed that the participants own the problems that were faced by students of non-English department, such as the low motivation and low time allotment as Sadtono (2000) and Baradja (2000) mention on their studies. To obtain the needed data for the study, five types of instrumentation were utilized. They comprise (1) observation sheet, (2) pre-test and post test writing prompts, (3) class blogs, (4) evaluation or assessment format, and (5) questionnaires for the students. The first and second types of instrumentation are used to see the improvement students make in their writing compositions while the third is the treatment given to the students. The class blogs comprise three blogs that have to be accessed by the students. They are: 1. www.bahasainggrisprofesiclass.blogspot.com, 2. www.bipclassassignments.blogspot.com, and 3. www.bipclassfeedbacks.blogspot.com. The first blog is the blog where the teacher posts explanation, examples, and exercises on a particular topic and genre of writing. The second blog is the blog where the students read assignments from the teacher. This is also where they have to write and post their compositions. The third blog is where the students can read feedbacks from the teacher on the strengths and weakness of their compositions. The fourth instrument is used to evaluate and assess the students written texts (see appendix 1). Two readers read the students written texts, give them scores, and make some necessary comments on the given spaces. The recruitment of the readers is voluntary-based participation. The first reader is the researcher herself and the second one is the lecturer of the class who become the participants. The fifth instrument is used to see the disposition of the students response on the utilization of the Weblogs. In other words, the data from the first to the fourth instruments are used to answer the research question while the data from the fifth instrument is used to justify and to give sharper analysis on the findings of the study.

FINDINGS AND DISCUSSIONS The data collected and information are analyzed in relation to the research question propounded in this thesis, What progress could the students achieve through the utilization of the Weblogs in developing their writing skill? Implied in the research question is the supposition that the Weblogs assist students in writing their compositions through the hypertext media. Data from Observation The data from the class observations reveal several essential issues on recount genre of writing, weblogging, computer-mediated communication (CMC) and students and teacher relationship. First of all, most of the students did not understand what a recount genre is, its social functions are, its tenses are, and its generic or schematic structure is in the beginning of the study. From the class observation, students could not recall what recount is, its social functions are, its tenses are and its generic structure is. This information is confirmed by the results of the questionnaire that was given before the pre-test where most students are not familiar with the genre of writing and its features. Some of them even admitted that they had a lesson on recount in their senior high but could not remember the details. The students written texts also exhibit how the students have understood recount genre and its features towards the end of the study (see appendix 2). The findings confirm the idea of how weblogging improve students writing compositions (Mohamad 2007) through constructing and reconstructing their prior knowledge with some necessary amount of guidance from their teacher (Brown et al. 1989; Munari 2002; and Johnston 2005). Secondly, most students did not know what a weblog was, let alone knowing its potentials for their study. Since they did not know what a weblog was, it is only natural that most of them also did not have personal weblogs. It can be seen from the result of the questionnaire before the pre-test was given. There are only nine students who owned personal weblog. It means that most of the students are not familiar yet with the Weblogs. This situation has been made possible by the fact that the infrastructure facilities for the Internet connection in Faculty of Education are not in good condition. Hot spot area is available around the class where the study was done but the signal is low and limited. This finding is in line with the report written by Samuel and Abu Bakar (2006). They report that lack of infrastructure facilities is one of the many reasons for poor ICT integration in the sites of their study. This goes with the finding of Wulyanis mini research (2008) that the participant of her study are not familiar yet with the integration of Weblogs in their learning activities since they find some difficulties in accessing the Internet connection freely around their campus. Third, on observing students feeling towards computer-mediated communication (CMC) through the Internet, the observer found that most of students were quite enthusiastic when the idea of CMC was introduced. Although most of them did not understand what a weblog was and did not have it, the idea of communicating with others through computermediated tools made them eager to try the new learning tool. This situation goes with the notion that the blogs and other Internet features are motivating since young people are usually captivated with technology (Ebiefung 2000; Healey 2003, Cahyono and Widiati 2007; and Kavaliauskiene 2006 a, b and 2007). Regarding the class assignments, the subjects of the study admitted that they could find articles or examples of teachers assignments through the Net, download them, and use them to accomplish their class tasks. This idea goes with the ideas asserted by Ebiefung (2000), Healey (2003), and Johnson (2004)the hypertext feature in weblogs has made it possible for students to access information from any linkable and viewable sites, such as such as online dictionaries, downloadable music, copy able pictures sites and many more.

In addition, they also confessed that the communication through the Internet was easy and fast. This idea is in line with Healeys idea on how the Internet links have made it possible for students to have fast communication across geographical boundaries (2003). The observation is supported by the result of the questionnaires (before the pre-test and after the post test) where more than 100% of the students strongly agree and agree that the Internet assists them in accessing information, articles, and new for their class assignments. Finally, concerning the students and teacher relationship, it was found that the students have a very positive attitude towards their class teacher throughout the lessons. The students feel that the teaching of writing or English in general can be done through the CMC and that they are happy with the approach. The approach even motivates them to learn better (Ebiefung, 2000; Healey, 2003, Cahyono and Widiati, 2007; and Kavaliauskiene, 2006 a, b and 2007). In the same time, the students also say that they like the traditional face-to-face method of teaching. This finding goes with the notion that the use of blogs should be made complimentary (Johnson 2004; Ho, 2005; Samuel and Abu Bakar 2006; and Rosli 2008). It can be seen on the results of the questionnaires (before the pre-test and after the post test) that more than 50% of the students enjoy the traditional approach where they can meet their teacher face to face and feel safe to ask direct questions to their teacher if they do not understand. To summarize, some important issues concerning the recount genre of writing, weblogging, computer-mediated communication (CMC) and students-teacher relationship surface from the class observations during the study. It is imperative to note that most students enjoy having new learning tool but they are also happy to have their teacher in the classroom. The moral of the observation is It is the people who make learning happen, not the technology (Mejias 2005 as cited by Namwar and Rastgoo 2008).

Data from Students Written Text Data from the students writing texts show that, first, in terms of the inter-reader reliability, reader 1 and reader 2 agree significantly on the four aspects being scored. The inter-reader reliability of both readers is positively high in four aspects: content, vocabulary, language use and mechanics with one exception on the organization. However, the two readers negatively correlate in scoring the organization in the post test. Secondly, it was also shown that the pre-test the scores appear to be more heterogeneous than that of the post test. This could be seen from the range (X highest X lowest) where the range of the pre test is 50.50 and the range of post test is 34. The standard deviation of the post test appears to be smaller than the standard deviation of the pre-test too. It means that the distribution of the post test scores is closer to the central point of the distribution (Hatch and Farhady 1982). Indeed, the post test scores are more homogeneous than the scores of the pre-test. At the time of post test (after the treatment), there appears to be some gains made by the students. The differences in the scores of the students are illustrated at the highest, lowest and mean scores of the post test. It seems that the treatment of utilizing the weblogging to improve students writing compositions prevailed. In brief, the data reveal that the students start the study with mixed and spread ability of writing. However, the students ability becomes more homogeneous and analogous after the treatment. It seems that they understand and write better in the post test. The null hypothesis (Ho) of this present study is There is no significance difference in the writing composition of the experiment class after and before utilizing the Weblogs. The table below summarizes the paired-differences within the group. The null hypothesis of the present study attempts to see the possible significant difference between the post test scores and pre-test scores of the respondents. The result

reveals that the null hypothesis is rejected with t = 6.275, df = 27, p = .000. Since the p = .000 < p = .05, it means that there are some significant differences between the scores before and after the treatment. The differences reveal that there are some improvements made by the students in terms of the five aspects of the scoring: content, organization, vocabulary, language use and mechanics. Regarding the process approach (Richards 2000; Nunan 2000; Brown 2001; Harmer 2001; and Iswari 2006) and genre-based approach (Gerot and Wignell 1994; Widiati 1997 and Iswari 2005), the finding shows that both approaches work well using the technology. Connected to the Internet connection, students are befriended by the Weblogs when writing their drafts. They can type their own compositions while are still able to open the class blogs to read the explanation and examples of the assigned topic. Upon finding difficult words, they can also consult the online dictionaries or wikipedia (Ebiefung 2000; Healey 2003; and Johnson 2004). This, in turn, addresses the students cognitive thought to draw out, codify, and disseminate their knowledge for sharing and reusing (Du and Wagner 2005; Mohtar and Saad 2007; and Namar and Ratsgoo 2008). Data from the Questionnaire From the questionnaire the findings and discussions are as follows: To begin with, the findings and discussions of the questionnaire findings are explained based on the aspects of the questionnaires frame. 1. The first aspect (the teaching and learning process) is realized into questions number 1, 2, 3, and 9. From the recapitulation of the questionnaires before the pre-test and after the post test, the data reveal that Bahasa Inggris Profesi (BIP) subject is engaging, beneficial and helpful. It is engaging since all students feel comfortable with the teacher and her ways in managing the classroom activities. It is beneficial and helpful since most of the students feel that they are helped by the subject to understand English and to communicate in written and spoken English. This finding seems to contradict Cahyono et al.s (2008) concern that the teaching of English to students of non-English departments in universities seems not to be quite satisfying. 2. The second aspect is the students knowledge on the Internet. It is realized into question number 4. Almost all of the students affirm that they do understand what the Internet is and its functions. This finding appears to support the notion that young people are usually captivated with technology (Ebiefung 2000). As they are captivated with the technology, they seem to find no difficulties to understand how it works and what functions it can do. 3. Upon being questioned on their experience and frequency in using the Internet, most of the students rejoin that they have been accessing the Internet for more than three years. However, the frequency of accessing it is mostly less than three times a week. This finding seems to affirm Samuel and Abu Bakars (2006) worry that the lack of infrastructure facilities is but one of the many causes for poor ICT integration in Malaysian primary and secondary schools. In the mean time, it is good to pay attention to Warschauer and Whittakers suggestion (1997) when one wants to integrate the Internet and the teaching of English. He must provide necessary support such as: the computer networking, the on-going technology training sessions, the technology specialists assistance and other supports to ensure the success of the teaching. 4. The fourth aspect (the students attitude on the use of the Internet in their class) is materialized in to questions number 7 and 8. The questionnaire results show that most of the students feel that the utilization of the Internet assists them in enriching their vocabulary. This result goes with the notion that the hypertext feature of the Internet

5.

6.

7.

8.

has permitted students to access online dictionaries (or online translation tools), online journal and other linkable, downloadable and viewable sites that they think necessary for their study (Warschauer et al. 2000; Ebiefung 2000; Healey 2003; Johnson, 2004; and Cahyono and Widiati 2007). The fifth, sixth, and seventh aspects aim to know the students knowledge, experience, attitude, and frequency of using the Weblogs. Only nine students owned personal blogs before the pre-test. More students own personal blogs towards the end of the study where 16 students affirm that they own personal blogs. However, they have not utilized it maximally since they assert that they rarely post or publish ideas. This finding seems to verify Ivone and Wulyanis (2007) concern on the utilization of the Internet and other CMC features such as the Weblogs in Indonesian EFL context. In addition, about 21 students state that the Weblogs assist them to communicate with their lecturer and classmates towards the end of the study. This finding seems to disagree with Keller and Ceneruds (2002) concern but goes with Salens (2007) finding. Keller and Cenerud find that the respondents of their study do not regard access to e-learning on campus as benefit while Salen finds that his respondents believe that the Weblogs have improved interaction and collaboration between the students and the instructor. This finding also appears to support the notion that Weblogs utilization addresses the different learning strategies by reducing the students anxiety (Mohtar and Saad 2007). The weak learners are able to communicate without worrying being teased by other students. On the other hand, the independent learners can proceed and leave comment to the teacher that they understand the instructions. The next aspect is the students knowledge on recount genre. Question number 14, 15, 16, and 17 concerns on what the students know about recount genre, and its features. The data from the recapitulation of the students answer reveal that there is a tendency that the students did not understand recount genre and its features before the pre-test and understand them better after the post test. This finding seems to goes with the theory of constructivism (Brown et al. 1989; Burns 1998; Cherry 2004; Farmer 2004; Salen 2007; Lowenthal and Muth 2008; and Koohang et al. 2008). Referring to this theory, learners actively construct knowledge by interacting with their environments. Upon discussing the time needs for learning the recount genre of writing, most of the students agree that 2 X 45 minutes is not sufficient to learn about it. This finding appears to support the process approach of teaching writing where writer use some strategies to produce a piece of writing: planning, drafting, revising and editing (Richards, 2000; Nunan 2000; Brown 2001; and Harmer 2001). By giving only 2 X 45 minutes and once a week, the students actually obtain nothing. They can produce better writing compositions if they are given sufficient time to plan, draft, revise and edit their writing. The next aspect concerns with the students attitude on recount genre, whether it is beneficial or not for their study. The data show that the students think it as beneficial since the beginning of the study. This finding corresponds to systemic functional grammar where there are four principles: (1) language is functional, (2) language functions to make meaning, (3) meanings are influenced by the social and cultural context, and (4) the process of using language is semiotic processa process of making meaning by choosing (Eggins 1994). The students seem to think that the utilization of the Weblogs to produce a piece of recount genre composition: is purposeful, contextual, social and cultural appropriate, and means something. These might be the underlying reasons to say that the recount genre is beneficial.

9. The eleventh aspect is the teacher guidance. Since the very beginning of the study, the students think that the teacher is either very helpful or helpful in guiding them. Only a few of them say that the teacher does not help. Regarding the theory of constructivism as suggested by Jean Piaget, the students who get some amount of assistance of their tutor are required to actively construct knowledge and solve problems by applying their previous experience (Brown et al. 1989; Burns 1998; Mathew 2003; Cherry 2004; Farmer 2004; Salen 2007; Lowenthal and Muth 2008; and Koohang et al. 2008). This situation seems to take place in that particular class since the beginning of the study. The weblogging activities appear to enhance the teachers relationship with the students. 10. The last aspect is the students attitude on the model teaching or computer-mediated communication (CMC) class activities compare to the traditional approachlecturing mode. The aspect is realized in to question number 21 to 27. There are quite a few students who either really enjoy or enjoy the traditional teaching approach. In the same time, the number of students who either really likes or likes the teaching of English via the multimedia approach is also high. The students even affirm that the teaching of English utilizing the technology motivates them to learn better. This finding goes with the notion that the integration of Weblogs in teaching English is motivating (Warschauer and Whittaker 1997; Ebiefung 2000; Healey 2003, Cahyono and Widiati 2007; Mohtar and Saad 2007; and Kavaliauskiene 2006 a, b and 2007). Regarding the feasibility of the model teaching, utilizing the Weblogs in improving the students writing skills, most students either strongly agree or agree that it is feasible to be developed and maximized in the department, faculty or university level. This finding appears to correspond to other research findings where lecturers and students show positive attitude toward the integration of the Internet at the nonEnglish department (Wulyani, 2008) and at the English department (Cahyono and Widiati 2007). They also say that in spite of the logistic, technical and financial issues, the integration of the Internet and blogs is quite promising to enhance their teaching and learning activities. CONCLUSIONS The aim of the present study is to seek for some significant difference between the writing scores the students achieve before and after the utilization of the Weblogs. The statistical computation of the t-test of correlated samples suggests that there is some sufficient justification to say that there is some significant difference between the students writing scores before and after the utilization of the Weblogs. The finding seems to support the theory of constructivism and different types of language learners. With some ample guidance from the teacher, some independent learners are allowed to make some inquiries, do some activities, and make some discoveries when constructing their own knowledge (Ebiefung 2000; Gonglewski et al. 2001 and Healey 2003). Referring to the findings of the study, it is also apparent that computer-mediated communication technology, especially the Web-based activities, tends to support the nonEnglish department students in learning English (Mohtar and Saad 2007; Salen 2007; and Wulyani 2008). The Weblogs and the Internet appear to motivate the students to learn better and enable them to write recount composition with better organization, content, vocabulary, language use and mechanics. Pertaining to findings of this study, some issues on the potentials and challenges of the Internet and Weblogs utilization also emerge. In practice, the utilization of the Weblogs would benefit the teachers and studentsor even the administrative staff and the curriculum maker if it is well-implemented. Pedagogically, the utilization of the Weblogs addresses the

various types of language learners, whether they are field-independent or field-dependent would still be able to take advantages of it. In addition, this study theoretically provides data for similar research in the field of ELT and the Internet-based teaching approach (Ellis 1985 and 1994; Nunan 1991 and Harmer 2001). This present case study also finds that the utilization of webbloging in the teaching of writing to non-English Department is considerably promising. The data from the class observations, written texts and questionnaires support the main issue of the study that the web-based activities (especially weblogging) assist the students of non-English department to improve their writing skills. The challenges that need to be addressed encompass the issues on practical supports in accessing the Internet with ease, in getting technical assistance and in having more time to get accustomed to Weblogs before using it. They become the challenges for the integration of the Internet and Weblogs in the teaching of English, especially to the students of non-English department. All in all, this section has expounded the conclusions vis--vis the findings of the study. It is, now, a high time for everyone to be computer literate for a better future. Thus, it is hoped that the results of this study would promote a positive contribution to the research on the integration of the Web-based activities with the teaching of English in Indonesian teaching and learning context.

APPENDIX 1 Evaluation Format ESL COMPOSITION PROFILE by Jacobs et al. (in Hughes, 1989: 104) STUDENT: ----Aspect Level and Criteria Score and Comments

30-27
CONTENT

26-22 21-17 16-13

EXCELLENT TO VERY GOOD: knowledgeable, substantive, thorough, development of topic sentence, relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject, adequate range, limited development of topic sentence., mostly relevant to topic but lacks detail FAIR TO POOR: limited knowledge of subject, little substance, inadequate development of topic VERY POOR: does not show knowledge of subject, non-substantive, not pertinent, OR not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, succinct, well-organized, logical sequencing, cohesive GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing FAIR TO POOR: non-fluent, ideas confused or disconnected, lacks of logical sequencing and development VERY POOR: does not communicate, no organization, OR not enough to evaluate

ORGANIZATION

20-18 17-14 13-10 9-7

VOCABULARY

20-18 17-14 13-10 9-7

EXCELLENT TO VERY GOOD: sophisticated range, effective word/idiom choice and usage, word form mastery, appropriate register GOOD TO AVERAGE: adequate range, occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR adequate range, occasional errors of word/idiom form, choice, usage, meaning confused or obscured VERY POOR: essentially translation, little knowledge of English vocabulary, idioms, word form, OR not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions, minor problems in complex constructions, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions, frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, OR not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, OR not enough to evaluate

25-22
LANGUAGE USE

21-18

17-11

10-5

5
MECHANICS

4 3 2

TOTAL SCORE:

COMMENTS:

APPENDIX 2 SAMPLES OF STUDENTSS WORK Student 1

(Pre-test) My Holiday to Batu My holiday to Batu city with my boyfriend. He is my lovely and good person for me. The day is special with him. But the day is very resentfully day. (Post test) My Day in Tanjung Tembaga Harbour Probolinggo. Two week ago my mother and I went to Tanjung Tembaga harbour Probolinggo by bicycle. Going to Tanjung Tembaga harbour Probolinggo for three kilometers needed half an hour from my house.

Student 2
(Pre-test) My Holiday to Sumber Udel Sweaming Pool One week ago, Im go to Sumber Udel with my Boy friend. We go there by motor cycle. there wheather is fresh, water clean and the panorama is beautiful. My children to swim at the same time to play with family. There Im with my boy friend also to swim.We make jokes while to eat. Plants very happy.Day wich exiting can holiday to Sumber Udel sweaming pool.

(Post test) My Holiday go to Herlingga Jaya I was happy because I could enjoy my holiday with my family to Herlingga Jaya. The weather in Herlingga Jaya was cool and fresh. The weather was clean. beside that, Some big trees around the tourism. There are animals, such as birds, elephant, tiger, lion, fishes, monkeys and etc. I and my family playing volley ball. I was happy because I could enjoy my holiday with my family. Herlingga Jaya is wonderful for me and my family.

10