Students Perception of the Importance of Diary Writing to Writing
Skill Development
Ribka Nasita Putri Christian University of Indonesia
Abstract
Many students think that writing is difficult things. This study was conducted to see the perception of writing diary can improve their writing skill by employing survey and use questionnaire to collect the data. The sample was 10 participants out of 19 sixth semester class A by using the cluster random sampling techniques in English Teaching Study Programe. The statistical test resulted the effectiveness between two variables. This means there was a positive between the students perception of diary writing and Writing Skill Development in sixth semester on English Teaching Study Programe.
INTRODUCTION Writing is one of the most important skills among the four skills. Many students consider that writing is a difficult subject to learn even in their own language. Harmer (2004) states that writing is a weird activity for students because they seldom write even in their own language. Its hard for them to start writing. The activity of writing can comprise writing a message, a letter and a diary. Ghaith (2002) states that students are more willing to experiment, explore, revise and edit their own writing. Most students surrender when they cannot get good results 2
in the beginning of their writing. They are involved in the process of writing by exploring, revising and editing their writing. In creating a good topic for writing, students provide the opportunities to communicate their ideas through enjoyable writing. In this case, writing diary is used as an activity to improve students writing ability. Writing diary is interesting to do for students because they tell their activity or experience. A diary is a personal daily record of ones life. Diary also can be used to change the image writing from complex and boring exercise become enjoyable and interesting exercise in writing. Realizing that diary writing is a good and meaningful to develop writing ability and also that not many school in our context apply this, the researcher tries and believes that to make study on these are a valuable effort to be done. This is also supported by Numrich (1996, p.131) that diary writing has become a useful tool for L2 learners to discover underlying factors that influence their success (or lack) in learning an L2. In this study, researcher does research in sixth semester class A of English Teaching Study Programe and will see the students perception about diary writing skill to develop their writing skill.
LITERATURE REVIEW Writing is discovery process, it involves discovering ideals, discovering how to organize them and discovering what that you want to put ever to your reader. So a 3
lot of what a writer does a writer doesnt actually appear on the page. Writing is very complex. It is neither an easy as spontaneous activity. Writing needs some mental efforts that must be combined and arranged. Writing needs hard working, when the students do writing. They not only have to keep minds but also considered the past opinion or ideas, which are relevant to their goal at the teaching. According to (Hedge, 2003: 11) reflect this change of view point and attempt to apply it insight to the EFL and ESL context. The emphasis throughout is on the process involved in producing complete, conceptualized, pieces of writing. The focus is especially on why the writing is being done (a serve of purpose) and how it is being written for a (a scene of audience). The activity that which offers are both highly practical based as they are or her long and varied experienced and interesting to do. Writing is one way of making meaning experience for students and for other. Writing daily experiences is a good start to develop students writing ability. Students like to write things that happen in their daily lives in a diary. When students are accustomed to writing, they might write easily. Build students habit in writing is not easy. A diary is related or close to students life, it can be effective for those who do not like writing. In addition, they can write anything in their daily activities.
MRTHODOLOGY This research was a perception of students which employed the cross sectional survey and the document study to obtain the data. The survey was conducted using a 4
set of questionnaire to collect the variable (X) of students perception of diary writing. The questionnaire consists of 8 statements on a 5- point Likert scale- that ranged 1-5 from strongly disagree to strongly agree. To ensure that the whole participants could respond appropriately, the questionnaire was written in English. The second variable (Y), the students Writing skill development, was determined by their most recent English scores. The population of this research was the whole sixth semester students of English Teacher Study Programe in Christian University of Indonesia, around 39 students. The sample was selected using the cluster random sampling techniques, i.e. by randomly selected 10 participants.
RESULT AND DESCRIPTION Data Description This section presents a general overview of the processing of data concerning the two indicators in this research. The first subsection describes the students perception their feel comfort in diary writing whereas the second exposes the studentsperception the benefit diary writing. 1. Students Perception Feel Comfortable The results of students perception their feel comfortable writing in diary book. As shown in Table 1, that the item of quesionarre based on indicators.
Table 1: Item about Students Perception Feel Comfortable 5
No Statement SD D N A SA 1. I enjoy writing 2 - 3 5 - 2. I feel, Im good writer when I write diary - 4 1 5 - 7. I enjoy when I write in Indonesian - - 3 7 - 8 Writing diary book is interesting - - 5 5 -
2. Students Perception Benefit Writing Diary The results of students perception the benefit writing diary. As shown in Table 2, that the item of quesionarre based on indicators. Table 2: Item of Students Perception Benefit Writing Diary No Statement SD D N A SA 3 I always write something in my diary book - 3 - 7 - 4 I think diary can improve my writing skill - - 4 6 - 5 I trust myself as a person who can find good idea,words and perception - - 5 5 - 6
6 I can find new vocabulary from writing diary - - 4 6 -
Hypothesis Test The results of the correlation beetween students perception diary writing and their writing skill development. As shown in the last table with the percentage of the result with quesionarre data. Table 3: The Result of Students Perception Diary Writing Skill No Responden 1 2 3 4 5 6 7 8 Total 1 1 3 4 4 3 3 4 4 26 2 3 2 4 3 3 3 4 3 25 3 3 4 2 3 4 4 4 4 28 4 4 4 4 4 4 4 4 4 32 5 3 2 2 4 3 3 3 3 23 6 4 4 4 3 4 4 4 3 30 7 1 4 4 4 4 4 4 4 29 8 4 2 2 4 3 3 4 3 25 9 4 4 4 4 4 4 3 4 31 10 4 2 4 3 3 4 3 3 26 275
Using the correlation coefficient criteria after we find 275, this devided with 400 and change into percentage, so the result 68,75% indicated that that there was a positive moderate correlation between students perception diary writing and writing skill development. In addition, since the obtained coefficient that is not enough 7
significant but these findings students need to keep on developing to write diary book so they can always improve their skill in writing.
CONCLUSION The results showed that there was a moderate positive relationship between the students perception diary wiritng and their writing skill development at sixth semester ETSP in Christian University of Indonesia. Although only 68,75% of the perception was determined by their feeling and the benefit using diary wiring. In relation to these findings students need to keep on developing to write diary book especially in English so they can always improve their skill in writing. Since this study investigated motivational factor only, further studies are recommended to focus on attitudinal, intelligence, talents, and maturity of the students. So students must always improve write something especially write diary to writing skill development and get some benefit of motivation of it.
REFERENCES Best, J. W., & Kahn, J. V. (1989). Research in education (6th Edition). Englewoods Cliffs, N.J: Prentice-Hall. Hedge, T. (2003). Teaching & Learning in the language. UK: OUP. http://english-text-blogspot.com/