CHAPTER I

INTRODUCTION

A. Background

The International language that is used by most people in the

world is English. In Indonesia, it is taught at school from the

Elementary level up to the 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 levels, namely performative, functional,

informational, and epistemic. As the Junior High School graduates,

they are expected to reach at the functional level. In this case, they

are expected to be able to communicate or participate in their

creation of text in spoken and written in their daily life. In short, at

Junior High School level, learners are expected to learn daily

expressions (Depdiknas, 2006).

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

1
through four language skills; listening, speaking, reading, and

writing. The Junior High School students are expected to be able to

create many kinds of functional text and monolog in the form of

procedure, descriptive, recount, narrative, and report (Depdiknas,

2006:278).

Related to learning English, there are four language skills

including listening, speaking, reading, and writing which should be

mastered by language learners. 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 foreign language due to three headings,

namely: psychological, linguistic and 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 words express, or of communicating

them to others by visible signs (brainyquote:2008). In other words,

in writing, a writer communicates his/her ideas 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

2
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 writer to

communicate clearly and effectively.

According to Byrne (1990:3), there are some difficulties

related to writing. 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. 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

do not know what to say.

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

3
actually expressing their insecurity and lack of confidence in

completing the task.

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 still far from what were expected.

This problem appeared at the students of SMP Negeri 2

Sungguminasa where the writing skill of the students was still low

especially in writing narrative. Some techniques and approaches

have been employed in teaching writing, nevertheless it was still

less to give interest to the students in teaching writing.

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

4
receptive to any learning activities that involve computers

(Warschauer,1996). Dialogue journal writing is one of the activities

in writing that can provide students with the opportunity to explore

and experiment with language. The emergence of microcomputer

technology has given endless and remarkable enhancement in

language teaching instruction. By using E-dialogue journals, the

teacher can engage in multifaceted interactions with her students.

Ideas, feelings and concerns can be shared in a private way.

Based on the explanation above the researcher is interested

in carrying out research about writing entitled “Using E-Dialogue

Journal to Improve the Students’ Writing Skill”.

B. Problem Statement

Regarding to the title of the research and explanation on the background

above, the writer formulates a question as follows:

“Does the E-Dialogue Journal improve the students’ narrative

writing skill?”

C. Objective of the Research

5
 The aim of conducting of this research is at finding out

whether using E-Dialogue Journal is able to improve the skill of the

students of SMP Negeri 2 Sungguminasa to write narrative.

D. Significance of the Research

This research attempts to address the following matters to be useful

strategy to increase the teachers’ knowledge of English and share

experiences in improving the students’ skill to write narrative

English using E-Dialogue Journal, encourage the teachers’

colleagues in doing research in improving their teaching as the

professional practices, and also give any contribution to the general

public in increasing knowledge and get any reflective for being

perfection.

This research not only will increase the students’ knowledge

in language skill but also to develop the Information Technology and

Communication knowledge for them.

E. Scope of the Research

This research limited to the teaching of English at ninth grade

special class IX-1 SMP Negeri 2 Sungguminasa using E-Dialogue

6
Journal to improve students’ skill to write Narrative English. The

writer will focus attention on improving the students’ skill in writing

Narrative through E-Dialogue Journal by using Facebook.

CHAPTER II

LITERATURE OF REVIEW

1. Definition of the E-Learning

E-Learning is the acquisition and use of knowledge distributed

and facilitated primarily by electronic means. This form of learning

currently depends on networks 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 synchronous or asynchronous access

and may be distributed geographically with varied limits of time

(Wentling,Waight,Fleur,Wang, and Kanfer, in Khashab,2007:5).

Comerchero(2006) states that E-learning is a means of education that

incorporates self-motivation, communication, efficiency, and technology. Because

there is limited social interaction, students must keep themselves motivated.

7
 The isolation intrinsic to e-learning requires students to communicate with

each other and the instructor frequently to accomplish their assigned tasks. E-learning

is efficient as it eliminates distances and subsequent commutes. Distance is

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

roles in learning process by using the Internet Applications.

1.1. The Advantages of the E-Learning

According to DelVecchio and Loughney(2006), there are many advantages

from E-learning as follow:

– E-learning is beneficial to education, corporations and to all types of learners.

It is affordable, saves time, and produces measurable results. E-learning is

more cost effective than traditional learning because less time and money is

spent traveling.

– Flexibility is a major benefit of e-learning. E-learning has the advantage of

taking class anytime anywhere. Education is available when and where it is

needed.

– Students like e-learning because it accommodates different types of learning

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.

8
 – E-learning encourages students to peruse through information by using

hyperlinks and sites on the worldwide Web. Students are able to find

information relevant to their personal situations and interest. E-learning

allows students to select learning materials that meet their level of knowledge,

interest and what they need to know to perform more effectively in an

activity. E-learning is more focused on the learner and it is more interesting

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.

– E-learning helps students develop knowledge of the Internet.

2. Definition of Internet

Pandia(2004:2) states that internet is the collections of computers which are

connected each other in a network. Internet is an abbreviation from Interconnected

Network.

Internet is a vast computer network linking smaller computer networks world

wide. The internet includes commercial, educational, government, and other

networks, all of which use the same set up communication protocols ().

Mifflin states that Internet is an interconnected system of networks that

connects computers around the world via the TCP/IP Protocol.

Still about Internet on Harper in Online Etymology Dictionary,2001, states

that internet 1986; is the limited computer networks of the U.S. Defense

Department”, shortened from Internetwork from inter + network .

9
 Howe (1993-1997) in Free Online Dictionary of Computing states that

internet (note: not capitalized) any set of networks interconnected with routers. The

internet is the biggest example of an Internet.

Internet could be used as the interaction of information from one pc to another

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

era which has lost the world limits. Internet has made two people form another

world/country being communicating without limited by the area of their country,

time, zone and also the law of its country.

2.1 Some Kinds of Internet Applications

Nowadays, the internet applications have growth as the increasing of

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.

a. Electronic Mail (E-Mail)

E-mail is the internet application which used as the correspondence tools

in electric form. Email as the cheaper and faster communication tools.

(Henry Pandia,2004:3).

b. Newsgroup

10
 Newsgroup is an Internet application which used to communicate

each other in a forum. Usually, the members of newsgroup forum have

the same interest to discuss a certain topic. Newsgroup could be remained

as the bulletin board, where everyone feels free to describe their own

thoughts to read by another person which join together in the certain

group.

Trokeloshvili and Jost state that the aim of the newsgroup

is twofold namely, on the one hand, it is designed to help students develop

fluency in writing, gain confidence in writing for a semi-public audience,

and the most important is to help students in learning how to express

themselves in written form. Next is, the technical side, it is designed to

help students develop and gain technical competence through repetition in

typing, in opening and closing programs, in using email for posting

messages or writing.

In short, the newsgroup is the communication center of the

class, where messages are left, where stories are written, where questions

are asked and where the language occurs. The facilitation in newsgroup

includes multimedia such as Facebook, Yahoo Messenger, MIRC, Black

Berry Messenger, etc.

b. 1. Facebook

Facebook is a publication for an organization such as a

school or business, which helps members indentify each other, also an

11
 outline version of this, with profiles including a picture, name, birth date,

interests.(Dictionary era’s 21st Century Lexicon Online).

Facebook is a social site that Super-ordinate goals

should be social in nature which:

–Increase a sense of belonging

–Build bonds between classmates

–Increase bond between students and instructors .

(Rego:2009).

The requirements for posting essays/messages in the facebook are as

follow:

• Each student must post a message for each assignment

• Each student must post the message before the deadline

• Each student is asked to comment on other messages posted

• Each posting must be complete

• Posting must be made on a weekly basis.

According to Rego(2009) states that:

“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”

So, we have to consider these points:

12
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

use for your professional profile:

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

another e-mail account if this is the case.

2 . Once you have filled out all the required information, you can go into your

“settings” to adjust your profile and account information to your

specifications. If you want your students to be able to add you as a “friend”,

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

students as friends instead.

3 For your profile picture, please ensure that it upholds your professional image.

The guideline to follow in selecting an image is to consider this question:

Does my picture reflect how my students see me during school hours?

13
 Thus, your attire, demeanor, and the setting in which your photo was taken

should reflect what your school district policies state.

3. Dialogue Journal

Staton in Tierney et.al (1990) state that dialogue journals are intended to the

students an opportunity to share privately in writing their reactions, questions, and

concerns about school experiences ( and sometimes personal matters) without any

threat of reprisal or evaluation.

According to Posner (1996) in Taggart and Wilson states that

a general format for dialogue journals would include:

– Date and time of the entry

– Brief sequencing of the events of the day

– Elaboration on details of one or two episodes based on level

of excitement, puzzlement, or confirmation.

– Analysis of the episode : possible explanations for event,

significance of the event, what was learned, questions raised,

relevance.

As Aurbech and Isserlis in Peyton (2000) say that Dialogue Journal is writing

is consistent with a learner-centered curriculum orientation, in which learners write to

express themselves, to make sense of their own and others’ experiences, and also to

develop their abilities.

14
 Still in Peyton (2000) states that Dialogue Journals are written conversations

in which a learner and teacher (or other writing partner) communicate regularly

( daily, weekly, or on a schedule that fits the educational setting) over a semester,

school year or course

The Dialogue Journals is a widely used method of recording

events and 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.

A dialogue journal is an informal written conversation

between two or more people (student – student or student –

teacher) about topics of mutual interest. Dialogue journals provide

students with a meaningful writing activity that is engaging because

it involves other students. These written conversations reinforce

learning while forming bonds between students that can provide a

foundation for later cooperative learning activities.

The Dialogue Journal allows the reflective practitioner to gain

the benefits of the journal writing.

a. The Benefits of Using Journals:

– Analyzing and reasoning through a dilemma

– Enhancing development and reflection

15
 – Promoting growth in critical analysis of teaching

– Promoting awareness of relationships between educational

psychology and practical experiences

– Systematically reflecting on self-development and on actions

within classroom and work contexts.

– Practicing reflective inquiry

– Building understanding by writing about what is learned

– Linking understanding with classroom practice.

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 encouraged less-skilled writers to

write while she was able to mode appropriate grammar and

spelling.

4. Definition of Writing

16
 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

explanation. According to Hyland (2002:5) there are three main approaches to

researching and teaching writing, focusing in turning on theories principally

concerned with texts, writers and readers.

1. The first approach focuses on the products of writing by examining texts in

various ways, either through their formal surface elements or their

discourse structure.

2. The second approach, loosely divided into expressivity, cognitive and

situated strands, focuses on the writer and describes writing in terms of the

process used to create texts.

3. The third approach emphasis the role that readers pay in writing, adding a

social dimension to writing research by elaborating how writers engage

with an audience in creating coherent texts.

Hyland (2002:50) states that writing is :

a) more subordination and passives

b) longer sentences

c) more explicit coding of logical relations

17
 d) less modal codification

e) structurally elaborate, complex, abstract and formal

f) characterized by monologue

Good writing skills are essential for effective communication. Learning to

write well of course takes time and practice. There are at least five stages in

constructing a good written text (Boardman and Frydenberg, 2002: 27-28):

1. establishing topics

2. organizing ideas

3. writing first draft

4. revising first draft

5. proofreading the final draft

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

to open your mind to get the other better ideas.

4.1. Definition of Good Writing

In accordance with http://writingcenter.emory.edu good writing expresses a

clear point, is tightly structured, grammatically and syntactically correct, substantive,

and interesting.

Each of the classifications is obviously explained in these ways;

– To express a clear point means to convey the writer's main idea or--in the case

of descriptive writing--the significance of the object, place or person

18
 described; in other words, an attentive reader should be able to grasp the

writer's purpose.

– To be tightly structured, writing should contain logical or associative

connections and transitions which clearly express the relationship of the ideas

described.

– To be grammatically and syntactically correct, writing should stick to the

rules of Standard American English, including proper punctuation and

spelling. If writers choose to use unconventional syntax, they should be able

to justify their choices.

– To be substantive, writing should convey the impression that the writer is

informed about the subject. The writer need not be an authority on the subject

but should demonstrate awareness of its significance and its implications

within a specified context. Informed writing might include any or all of the

following: citations of authorities, experiential evidence, and discussion of

debatable issues related to it, and relevant questions it raises.

– To be interesting, writing should engage its readers through original insights

and precise, expressed in a "human" voice. It should demonstrate the writer's

awareness of the specific audience for whom she or he is writing (the

audience's degree of knowledge of the subject as well as its age, ethnic

background, gender, and assumptions).

Good writing skills are essential for effective communication. Learning to

write well of course takes time and practice.

19
 Richards (1990: 101) states that the goal of language is convey information

accurately, effectively and appropriately. And to do this, written language has to be

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

is much less than that usually find between speaker- listeners. All of these then

increase the difficulty in writing.

There are at least five stages in constructing a good written text (Boardman

and Frydenberg, 2002: 27-28):

1. Establishing topics

2. Organizing ideas

3. Writing first draft

4. Revising first draft

5. Proofreading the final draft

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

to open your mind to get the other better ideas.

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

20
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.

4.2. Writing component

Jacobs at. al (1981: 31) point out five significant components in writing these

are content, organization, vocabulary language use and mechanics.

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

coherence and continuity and should be adequately developed.

2. Organization

The purpose of organization material in writing involves coherence, order of

importance general to specific, specific to general, chronological order and spatial

order of pattern. When writing the learner should arrange their writing

chronologically. They should present their ideas based on the order of which happed

from beginning to the end.

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.

21
4. Language use

Language is writing description and other form of writing involves connect

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

students improve the use of formal language.

5. Mechanics

Mechanics in writing deals with capitalization, spelling are punctuation.

Capital letters have principal uses in English writing. This may be used distinguish

between particular and general classes of person, places and things.

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

which organist the reads requirement of centered audience. Equally important is

adherence to the nouns of capitation and to correct spells, because eccentricity,

deviance, inconsistency, or errors in these distract and confuse readers and ultimately

undermine the function of way writing to communication of a message as clearly one

as efficiently possible. (Ehrlich, 1977: 2)

5. Models of writing

Models of writing, forms of writing, types of writing and domains of writing

have specific purpose. There are four basic models, descriptive, narrative, expository,
and persuasive.

22
 1. Creative writing
2. Descriptive writing
3. Expository writing
4. Persuasive Writing
5. Narrative writing
(Mcdougel, 1998: 2)
6. Narrative Writing

In the primary purpose of narrative writing is to describe an experience,

event, or sequence of events in the form of story.

Narrative is that we all seem to know what stories and narrative are, so one

wonders whether one should define it at all.

Anonim:2007 stated that narrative is a text focusing specific participants. Its

social function is to tell stories or past events and entertain the readers.

Narrative writing is a story or account of events, experiences, or the like,

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.

A narrative is a narrated account; a story, the art, technique, or process of

narrating. (Houghton Mifflin in the Dictionary of the English Language, fourth

edition). Narrative is the story about our experiences and whatever that included our

interest, likely, with a true fiction.

A narrative is a semiotic representation of a series of events connected in a

temporal and causal way (Landa in University of Zaragoza, 1990).

23
 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

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

happened according to natural time sequences. Types of narration include short

stories, novels, and new stories, as well as a large part of our everyday social

interchange in the form of letters and conversation.

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).

24
And other definition of writing is explained by that Slattery who states like the other

three language skills, writing is about meaning (2001: 83 ).

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

meanings fluently and accurately (interpersonal, ideational and textual) in various

writing texts, to read interaction and monologue particularly in forms of description,

narrative, spoof, recount, reports, news item, anecdote, analytical exposition,

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

would only be achieved if we enter such a literate society of which we should be a

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.

25
 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

easy to describe by their mind.

The conceptual frameworks in this research were systematically explained

below:

1. Input

In this research the researcher used some teaching materials as the

independent variable of this research, and the teaching material would be set in the

lesson plan.

2. Process

The research conducted in the classroom by giving treatment to the students.

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

looking at indicator of the students’ achievement in increasing their writing skill.

The conceptual framework could be described in a diagram as follow:

9. Hypothesis

26
 Based on the conceptual framework, the researcher put forward the

hypothesis, namely:

1. The Alternative Hypothesis (H1): there was a significant to the students who were

taught by using E-Dialogue Journal

2. The Null Hypothesis (H0): there was no significant to the students who were

taught by using E-Dialogue Journal.

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

the data analysis.

A. Research Design.

1. Method

The method of this research used a pre – experimental method with

one group pretest and posttest.

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

was described as follows:

27
 O1 X
O2

Where:

O1 : Pretest

X : Treatment

O2 : Posttest

(Gay, 1981)

3. Variable of the Research

The variable is used as follows:

a. The Independent Variable

Independent variable was the use of E-Dialogue Journal in teaching

narrative writing skills as the teaching strategy.

b. The Dependent Variable

Dependent variable was improving the students’ narrative writing

skill.

B. Population and Sample

1. Population

The population of this research was the ninth grade special

class of SMP Negeri 2 Sungguminasa Kabupaten Gowa that consist of seven

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

Sungguminasa were amount 840 students.

28
 2. Sample

The researcher used purposive sampling technique because

most of the 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 the IX-1 grade.

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

The procedures of collection data in this research were as follows:

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

29
 There two parts of procedure in treatment procedures, namely :

1. informal meeting

2. the E-dialogue Journal writing sessions on Facebook.

2.1. Informal Meeting

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

important consideration in narrative writing is fluency.

– Besides that, they were given the encouragement to express their feelings,

thoughts and opinions in their journal writing.

– 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.

– They were also required to respond to any Comment or Posting as soon as

possible. Asked the students to create a limited Profile with

controlled settings, friend them, and add them to the Limited

30
 Profile List. Students should not show: Photos, Videos, Status

Updates, Friends, Posts, or Notes.

– Finally, they were told to enjoy the exercise as their writing.

1.2.1. E-Dialogue Journal Writing Sessions through Facebook

The students were given the Facebook address of the researcher and

they were asked to publish notes and the researcher tag students.

Notes were like blogs, but were more targeted toward the

personal than the publicly searchable. Share note about good

things that happened in class. Publish thoughts about class

content.

– They were also told to mail the message to their researchers

and then, the researcher posted it by doing editing (about

their name/profile) before posting 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

end of the session.

31
 – The teacher opened the facebook and corrected the students’

work and gave the comment for the students’ narrative

writing. Then, the teacher posting their narrative writing text.

1. 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 different by using the writing assessment.

E. Technique of Data Analysis

In assessing the students’ progression during learning writing material using

E-Dialogue Journal, the researcher used writing assessment of narrative good writing

(Heaton, 1989:100).

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

32
. (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

classification, score, and criteria of the components above.

a. Content

Classification Score Criteria

Very good 17-20 If the central purpose, the unity, the coherence, and
the continuity f the composition are all correct.
Good 14-16 If the composition contains few errors of the central
purpose, unity, coherence, and continuity.
Average 11-13 If the composition contains some errors of the central
purpose, unity, coherence, and continuity.
Poor 8-10 If the composition is dominated by errors of the
central purpose, unity, coherence, and continuity.
Very poor 5-7 If the central purpose, unity, coherence, and
continuity are all incorrect.
(Heaton, 1988 and Jung, 2001)

b. Organization

Classification Score Criteria

Very good 17-20 If the words, sentences, and paragraphs line up easily
from a clear pattern.
Good 14-16 If the composition contains few errors of words,
sentences and paragraphs.
Average 11-13 If the composition contains some errors of words,

33
 sentences and paragraphs.
Poor 8-10 If the composition is dominated by errors of the words,
sentences and paragraphs.
Very poor 5-7 If the words, sentences, and paragraphs pattern of the
composition are all incorrect.
(Heaton, 1988 and Jung, 2001)

c. Grammar

Classification Score Criteria

Very good 17-20 If the grammar of the composition is all correct.
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)

d. Vocabulary

Classification Score Criteria

Very good 17-20 If the composition contains wide range of vocabulary
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.

34
 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

Classification Score Criteria

Very good 17-20 If the punctuation, spelling, and capitalization of the
composition are all correct.
Good 14-16 If the composition contains few errors of punctuation,
spelling and capitalization.
Average 11-13 If the composition contains some errors of
punctuation, spelling and capitalization.
Poor 8-10 If the composition is dominated by errors of
punctuation, spelling, and capitalization.
Very poor 5-7 If the punctuation, spelling, and capitalization of the
composition are all incorrect.
(Heaton, 1988 and Jung, 2001)

2. The researcher gave the classification score of that would be classified into five

levels as follows:

a. 86 – 100 Classified as very good

b. 71 – 85 Classified as good

c. 56 – 70 Classified as fair

d. 41 – 55 Classified as poor

e. ≤ 40 Classified as very poor

(anonim)

35
3. The mean score of the students found out by means, following the formula:

D = ∑x
N
Where :
x: The mean Score

∑ X : The Sum of All Score

N : The total number of students (Gay,1981:331)

1. Finding the information of the students’ in writing skill. The formula as

follows:

% = X2 - X1 = 100%

X1

Where :

% = The students’ percentage

X2 = The mean score of post-test

X1 = The mean score of pre-test

2. Finding the significant different between pre-test and post test by calculating

the value of the test. The formula as follows :

t = D
∑D2-∑D2 N N (N-1)
Where :

D = The mean of score

∑D = The sum of the difference

36
 N = The total number of samples

t = Test of significance

1 = Consonant

∑D2 = The square of sum of total score of different

(Sudjana,1992:67 in Sartina, 2007:27)

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher presents the result of the research, namely

findings and discussion.

A. The Findings

The finding obtained through the writing test in the third grade students of

SMP Negeri 2 Sungguminasa, 2009-2010 academic years are presented as follows:

1.The rate percentage of the students’ score obtains through test.

37
 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 %

1 Very good 86-100 0 0 1 2.38

2 Good 71-85 3 7.14 19 45.24
3 Fair 56-70 19 45.24 21 50
4 Poor 41-55 20 47.62 1 2.38
5 Very poor ≤ 40 0 0 0 0

Total 42 100 42 100

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

(2.38) out of 42 students is in very good classification, 19 students (45.24) are in

good classifications, 21 students (50) are in fair classification, 1 student (2.38) is in

poor classification, and none of them in very poor classification.

Let we see the graphic below about the percentage of students’ score in

narrative writing:

38
2.The Students’ Content Score of Narrative Writing

a. Mean Score of pre-test

Table 2
The Rate Percentage of the Students’ Content Score in Writing Narrative

Pre-Test Post-Test
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

Table 2 above shows the students score of content as the component in

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.

b. Mean Score of Post test

After giving the treatment, there is an improvement at students’ writing text.

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

39
students (16.7%) are categorized as average, and as can be seen at this table below

that there is only 1 (2.38) students who are categorized as poor.

c. The Percentage of Students’ Content Score Improvement in Narrative

Writing

Table 3
The Percentage of Students’ Content Improvement in Narrative Writing

Pre-test Post-test Improvement (%)

13.26 15.31 14.31

After giving the treatment, the students’ score in content of narrative writing

have an improvement, namely 14.31 %.

The line chart below (graphic 1) shows some of the students’ improvement in

narrative writing for their contents’ score.

Graphic 2

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

than pre-test). In order to know the level of significance 5 % (0.05), degree of

freedom (df = N-1) is the result of calculation is shown as follow:

Table 4
The level of significance

40
 Variable t-test value t-table value
Content 4.88 2.45

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:

Based on this result, it is concluded that the difference of both means is statically

significant.

1.The Students’ Organization Score of Narrative Writing

Table 5
The Rate Percentage of the Students’ Organization Score in Writing Narrative

Pre-Test Post-Test
No. Classification Range
f % f %

1 Very good 86-100 0 0 2 2.38

2 Good 71-85 6 14.28 18 42.86
3 Fair 56-70 14 33.34 18 42.86
4 Poor 41-55 22 52.38 4 9.52
5 Very poor ≤ 40 0 0 0 0

Total 42 100 42 100

The table above shows the students’ percentage of organization in writing

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.

a. The Students’ Mean Score of Organization in Narrative Writing Pre-test

41
 After calculating the result of the students’ pre-test, the rate percentage of the

organization component in narrative writing before treatment class is presented in 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 categorization, 6 students (14.28 %) out of 42 students who are categorized as

good while 14 students (33.34 %) students are categorized as average. So do the poor

categorization, there are 22 students (52.38 %) out of 42 students.

b. The Students’ Mean Score of Organization in Narrative Writing Post Test

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 %).

c. The Percentage of Students’ Organization Score Improvement in

Narrative Writing

The table 6 and graphic 2 below show the percentage of students’

organization component in writing of pre-test and post-test.

42
 Table 6
The Percentage of Students’ Organization Improvement in Narrative Writing

Pre-test Post-test Improvement (%)

11.35 13.76 12.76

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

In order to know the level of significance 5 % (0.05), degree of freedom (df =

N-1) is the result of calculation is shown as follow:

Table 7
t-test value of the students’ organization in narrative writing

Variable t-test value t-table value

Organization 6.7 2.45

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:

1.The Students’ Grammar Score of Narrative Writing

43
 After calculating the result of the students’ pre-test, the percentage of the

vocabulary component in narrative writing before and after treatment class is

presented in the table 8 below:

Table 8
The Rate Percentage of the Students’ Grammar Score in Writing Narrative

Pre-Test Post-Test
No. Classification Range
f % f %

1 Very good 86-100 0 0 0 0

2 Good 71-85 4 9.52 19 45.23
3 Fair 56-70 10 23.80 13 30.95
4 Poor 41-55 26 61.90 10 23.81
5 Very poor ≤ 40 2 2.38 0 0

Total 42 100 42 100

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

grammar component in narrative writing before treatment class is presented in 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

good categorization, 4 students (9.52 %) out of 42 students who are categorized as

good while 10 students (23.814 %) students are categorized as average. So do the

poor categorization, there are 26 students (61.90 %) out of 42 students and there are 2

students (2.38 %) who are categorized as very poor.(see appendix d).

44
b. The Students’ Mean Score of Grammar in Narrative Writing Post Test

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

students (30.95 % ) are classified as average, while 10 students (23.81%) are

classified as poor. (see appendix d)

The table 8 above shows that the mean score obtains the students in post-test

is greater than in pre-test with the mean score is 12.90.

c. The Percentage of Students’ Grammar Score Improvement in Narrative

Writing

Graphic 6

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

the following table:

Table 9
The Percentage of Students’ Grammar Improvement in Narrative Writing

45
 Pre-test Post-test Improvement (%)

10.71 12.90 11.91

In order to know the level of significance 5 % (0.05), degree of freedom (df =

N-1) is the result of calculation is shown as follow:

Table 10
t-test value of the students’ grammar in narrative writing

Variable t-test value t-table value

Grammar 5.92 2.45

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:

6. The Students’ Vocabulary Score of Narrative Writing

Table 11
The Rate Percentage of the Students’ Vocabulary Score in Writing Narrative

Pre-Test Post-Test
No. Classification Range
f % f %

1 Very good 86-100 3 7.14 3 7.14

2 Good 71-85 12 28.6 24 57.14
3 Fair 56-70 9 21.43 12 28.57
4 Poor 41-55 18 42.86 3 7.14
5 Very poor ≤ 40 0 0 0 0

Total 42 100 42 100

46
 After calculating the result of the students’ pre-test, the percentage of the

vocabulary component in narrative writing before and after treatment class is

presented in the table 11 above .

a. The Students’ Mean Score of Vocabulary in Narrative Writing Pre-test

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

categorization, in the good categorization, 12 students (28.6 %) out of 42 students

who are categorized as good while 9 students (21.43%) students are categorized as

average. So do the poor categorization, there are 18students (42.86 %) out of 42

students and there is no student (0%) who is categorized as very poor.(See Appendix

e)

b. The Students’ Mean Score of Vocabulary in Narrative Writing Post Test

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.

c. The Percentage of Students’ Vocabulary Score Improvement in Narrative Writing

47
 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

Pre-test Post-test Improvement (%)

12.14 14.14 13.14

It has an improvement from the mean score between pre-test and post-test

namely, 14.14 > 12.14 (the percentage of the improvement is 13.41 %)

Graphic 8

The graphic above shows the mean score of students’ vocabulary component

in writing of pre-test and post-test.

In order to know the level of significance 5 % (0.05), degree of freedom (df =

N-1) is the result of calculation is shown as follow:

Table 13
t-test value of the students’ vocabulary in narrative writing

Variable t-test value t-table value

Vocabulary 4.54 2.45

48
 The table shows that the t-test value (4.54) is greater than the t-table value (2.45).

1.The Students’ Mechanic Score of Narrative Writing

Table 14
The Rate Percentage of the Students’ Mechanic Score in Writing Narrative

Pre-Test Post-Test
No. Classification Range
f % f %

1 Very good 86-100 1 2.38 6 14.28

2 Good 71-85 17 40.47 26 61.90
3 Fair 56-70 11 26.19 8 19.04
4 Poor 41-55 13 30.95 2 2.38
5 Very poor ≤ 40 0 0 0 0

Total 42 100 42 100

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

49
classification are 19.04 and at the poor classification is less than pre-test namely, 2

students (2.38 %).

a. The Students’ Mean Score of Mechanic in Narrative Writing Pre-test

After calculating the result of the students’ pre-test, the mean score of the

mechanic component in narrative writing before treatment class is presented in the

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

very good categorization, 17 students (40.47 %) out of 42 students who are

categorized as good while 11 students (26.19 %) students are categorized as average.

At the poor classification, there are 13 students (30.958 %) out of 42 students.

b. The Students’ Mean Score of Mechanic in Narrative Writing Post Test

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

are only 2 students (2.38 %) are classified as poor.

50
c. The Percentage of Students’ Mechanic Score Improvement in

Narrative Writing

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 is 13.93 %.

Table 15 indicates that there is an improvement of the mean score on pre-test

and post-test.

Table 15
The Percentage of Students’ Vocabulary Improvement in Narrative Writing

Pre-test Post-test Improvement (%)

12.88 14.93 13.93

Interestingly, the respondents who got the very good also good classification

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

the students’ percentage in mechanic score:

.Graphic 9

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

13.93 %). In order to know the level of significance 5 % (0.05), degree of freedom

(df = N-1) is the result of calculation is shown as follow:

51
 Table 16
t-test value of the students’ mechanic in narrative writing

Variable t-test value t-table value

Mechanic 4.88 2.45

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:

Based on this result, it is concluded that the difference of both means is statically

significant.

1.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.

52
 Figure 17 shows a clear upward movement in t-testing operation of narrative

writing component :

Table 17
Statistic T-testing Operation of Narrative Writing

Materials t-test value t-table value

Content 4.88 2.45

Organization 6.7 2.45

Grammar 5.92 2.45

Vocabulary 4.54 2.45

Mechanic 4.88 2.45

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

and the alternative hypothesis (H1) is accepted.

Graphic 11 below shows the statistic t-testing operation of narrative writing:

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-

Dialogue Journal could significantly improve the students’ writing skill.

B. Discussion

53
 Before giving treatment, the students’ achievement in writing is categorized

fair which is proven by the percentage of the each score of pre-test for the content,

organization, grammar, vocabulary and mechanic component in narrative writings.

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

treatment with the percentage of it is 14.30 %.

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

where the percentage of improvement is 11.91%.

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

of pre-test is 12.88. The level of students’ improvement percentage in mechanic of

narrative writing is 13.93 %.

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

54
statistical t-test value for all of the component in narrative writing is greater (9.11)

than the t-table (2.45).

After giving treatment for four times to the experiment class, the students’

achievement in writing for experimental is 1 (2.38 %) out of 42 students is in very

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

narrative had a significant difference before giving the treatment.

55
 CHAPTER V

CONCLUSION AND SUGGESTION

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

significant influence in increasing the students’ skill to write narrative.

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

Based on the conclusion presented in the previous sub-chapter, the researcher

tried to give some suggestions for the future research about the English teaching

method as follows:

56
1. In order to improve the English writing skill, the teacher of English is

suggested to use E-Dialogue Journal .

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,

experiences and knowledge.

3. The teachers are suggested to create the fun atmosphere in order that the

students enjoy learning writing activity.

4. The teacher of English should give the students homework and review their

lesson

57
 BIBLIOGRAPHY

Al-Khashab,Mubarak Hamdan.2007. Attitudes Toward E-Learning. A thesis

submitted in partial fulfilment of the requirements for the
degree of Masters of Business Administration (MBA) of the
Maastricht School of Management (MSM), Maastricht, the
Netherlands. Retrieved from http://www/scribd.com;on 17th
July,2009.

Anonym. 2007.Narrative Text. Retrieved from http://understandigtext.blogspot.com/

on 28th October 2009.
Avanah,Mousa & friends. 2006 . E-Learning Concepts and Technique.Institute for
Interactive Technologies. Bloomsburg University of Pennsylvania, USA .
Bates,Nina.2007. Student’s Book Real Time. An Interactive English Course for
Junior High School Students Year XII. Erlangga.Jakarta.
Bradley.Scaffolding Articles.2002.Retrieved from http://iteslj.org/Articles/Bradley-
Scaffolding on 06 august 2009.
Byrne, Donn. 1990. Teaching Writing Skills. Longman Handbooks for Language.
Longman ,London and New York.
Gay,L.R. 1981. Educational Research.Charles E.Merill Publishing Company.
Harper, Jeremy. 2001. Definition of Internet. Retrieved from www.dictionary.online
on August 25th 2009.
Howe,Douglas.Definition of Internet.Retrieved from
http:www.dictionary.online.com. on August,25th 2009.
Jarvis, Daniel J. 2002. The Process Writing Method. The Internet TESL Journal, Vol.
VIII, No. 7, July 2002. Retrieved from http://iteslj.org/Techniques/Jarvis-
Writing.html, on August 20, 2008.

Landa,Garcia Angel Jose. 2005. Narrative Theory. University of Zaragoza,1990.

Retrieved from http://unizar.es/departamentos/filogia_inglesa tivetheory on
28th October 09.

Oshima,Alice & Hogue,Ann. 19th 97. Introduction to Academic Writing. Second

Edition. Longman.

58
Pandia,Henry.2004. Teknologi Informasi dan Komunikasi untuk SMP Kelas IX.
Erlangga.Jakarta.

Rego,Bernadetto.2009. A Teacher's Guide to Using Facebook. Retrieved from http://

www.scribd.com/Facebook.html.on 18th August 2009.

Stapa,H.Siti & Al Bakri,Mohd.Arif Intan Safinas.2000. Achievement of Male and

Female Students Using E-Dialogue Journal Writing. A thesis of Journal
Teknologi at Universiti Teknologi Malaysia.Malaysia. retrieved from
http:www.scribd.com on 12nd May 2009.
Taggart,L.Germaine & Wilson, P. Andrew. 2005. Promoting Reflective Thinking in
Teachers. 50 Action Strategies. Corwin Press, A SAGE Publications
Company. Thousand Oaks. California.,
Tirney,J.Robert,John E. Redance, Redance & Ernest K.Dishner. 1990. Reading
Strategies & Practices a Compendium. Third Edition. Library of Congress
Cataloging-in-Pi. Allyn and Bacon. Massachusetts.
Ward,S.Christopher & Renandya,A. Willy. 1998. Computer and Language Learning.
SEAMO Regional Language Centre.Singapore.
Warschauer,M.1997. Computer mediated collaborative learning. Theory and practice.
The Modern Language Journal.81:470-481.
__________. Scoring Evaluation. Retrieved from http://www.depdiknas.go.id on 17th
July 2009.

59