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IMPROVING STUDENTS’ NARRATIVE WRITING SKILL THROUGH
BLOGGING MEDIA
(A Classroom Action Research at 10th
Grade of MA Ar-Rasyidiyyah Koja
Jakarta)
A THESIS
Submitted in Partial Fulfillment of the Requirement in Achieving for the Degree
(S.Pd)
By :
ZAINUDDIN
Study Program : Pendidikan Bahasa Inggris
Student Register Number : 20098100926
ENGLISH DEPARTEMENT
SCHOOL OF TEACHERS TRAINING AND EDUCATION
(STKIP) KUSUMA NEGARA JAKARTA
2013
PERSETUJUAN PEMBIMBING
Pembimbing I Pembimbing II
Drs. Zainul Anwar, M.Pd Zaharil Anasy, M.Hum
Tanggal : Tanggal :
PERSETUJUAN DEWAN PENGUJI UJIAN SKRIPSI Nama Tanda Tangan Tanggal
Dr. H. Sugiharto, MM .............................. ..............................
(Ketua)
Dr. Hj. Sri Rahayu Pudjiastuti, M.Pd.............................. ..............................
(Sekretaris)
Drs. H. Romdani, M.Pd .............................. ..............................
(Ketua Prodi Bahasa Inggris)
Danti Pudjiati, S.Pd., M.Hum .............................. ..............................
(Anggota Penguji I)
Sunarmo, S.Pd., M.Hum .............................. ..............................
(Anggota Penguji II)
Moh. Sulaiman, S.Pd.,MM .............................. ..............................
(Anggota)
Tanggal Lulus : 12 Oktober 2013
NAMA : ZAINUDDIN
NPM : 20098100926
Judul : IMPROVING STUDENTS’ NARRATIVE WRITING SKILL
THROUGH BLOGGING MEDIA (A Classroom Action
Research at 10th Grade of MA Ar-Rasyidiyyah Koja Jakarta)
ABSTRACT
ZAINUDDIN, Improving Students’ Narrative Writing Skill Through Blogging
Media (A Classroom Action Research At 10th
Grade Of Ma Ar-Rasyidiyyah Koja
Jakarta). Skripsi, Jakarta : Program Studi Pendidikan Bahasa Inggris, Sekolah
Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Kusuma Negara Jakarta, 2013.
This research of this thesis has been done at MA Ar-Rasyidiyyah Koja
Jakarta. The purpose of this thesis is to find the result of the Improving Students’
Narrative Writing Skill Through Blogging Media. It is hopes can improve the
students’ writing ability.
The method that used in this research is classroom action research method that
gives description explanation. It has developed in two cycles and every cycle has four
steps, they are planning, acting, observing, and reflecting. And the technique of data
analysis used the result of cycle and the interview. For the subject of the research is
the students’ at tenth grade of MA Ar-Rasyidiyyah Koja Jakarta. The writer uses one
class consists of 18 (eighteen) students.
The media that using is the blogging one of the free website from the google
they are www.blogger.com on internet that can use every time. To operate the
blogging we visit the blogger.com then sign up with fill our identity on there, after
finished sign in we can do everything on there.
The result based on the researching, the writer can make the last result obtain
in each cycle 1 = 59,66, and on the cycle 2 = 77,11. From the result it is concluded
there is an improve in students’ narrative writing skill through blogging media.
The conclusion, the new media in process teaching writing could make the
students more actived, more motivated, and more interested.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim
Alhamdulillah, all praise and graceful are given to Allah SWT, the almighty
always guide and give all the best to the writer in completing this thesis. Peace and
blessing upon our Prophet Muhammad SAW, his families, his companion and his
followers.
This thesis can not be completed without a great deal of help from many
people :
1. DR. H. Sugiharto, MM as the head of STKIP Kusuma Negara Jakarta.
2. DR. H. Kusrin, M.Pd as the first assistant of head STKIP Kusuma Negara Jakarta
3. Drs. H. Romdhoni, M.Pd the head of English Departement of STKIP Kusuma
Negara Jakarta
4. Drs. Zainul Anwar, M.Pd as her advisor who always gives her valueable help,
guidance, correction and suggestion for the completing of this thesis.
5. Zaharil Anasy, M.Hum as her second advisor, who always gives supports,
valueable help, guidance, correction, suggestion and also motivation to the writer
to complete this thesis.
6. All lectures and staff in English Departement who had given their valuable
advice and cooperation.
7. Drs. H.A Mahfudz Abduh, M.Si as the head master of MA Arrasyidiyyah Koja
Jakarta, thanks for the cooperation and pray.
8. Evy Salmiastuti, S. Ag as the calloborator and English teacher during the
research at the MA Arrasyidiyyah and all of teacher, thanks so much for the
cooperation.
9. All of students the tenth grade of MA Arrasyidiyyah, thanks a lot and I always
remember you all.
10. My beloved parents (Hasanuddin and Siti Hodijah), sister and brother (Siti
Sakdiyah and Fathullah) and my other parents (Ust. Qudsi Ahmad, M.Pd.I and
Anik Retnowati, M.Pd.I) who always give their materials, prays, and morals
encouragement to finish my study.
11. My best friends (Alid Torichudin Saputra, Abu Hasan, S.Pd.I, Ali Usman,
Maulidi Arfan, Ragil Praditha) who had given many supports all this time, thank
a lot.
12. My special friend (Windy Nurfika Romdhoniati) who always helps and gives
support and will be my wife soon. Thanks so much.
13. All the people who had helped the writer to finish this study that can not be
mention one by one.
May Allah SWT the Almighty blesses them all. Aamiin ...
Jakarta, 15 September 2013
The Writer
TABLE OF CONTENTS
Page
SURAT PERSETUJUAN ...………………………………………………… i
ABSTRACT ……….………………………………………………………… ii
ACKNOWLEDGEMENT …………………………………………………. iii
TABLE OF CONTENTS …………………………………………………... iv
CHAPTER I : INTRODUCTION ............................................................ 1
A. The Background of the Study ........................................... 1
B. The Identification of the Problem .................................... 4
C. The Limitation of the Problem ......................................... 4
D. The Formulation of the Problem ...................................... 4
E. The Benefit of the Study................................................... 5
CHAPTER II : THEORETICAL DESCRIPTION ................................. 7
A. Narrative Writing Skill ............................................... 7
1. The Definition of Narrative Skill ........................... 7
2. The Narrative Text ............................................... 10
3. The Generic Structures of Narrative Text ............... 10
B. The Writing Skill ...................................................... 11
1. The Definition of Writing Skill ............................. 11
2. The Genre in Writing ........................................... 13
3. The Nature of Writing ............................................ .. 14
C. Blogging .......................................................................... 17
1. The Understanding of Blogging ............................... 17
2. The Ways to Create Blogging ................................... 18
D. The Classroom Action Research ..................................... 22
1. The Definition of Classroom Action Research ....... 22
2. The Steps of Classroom Action Research ............... 23
3. The Models of Classroom Action Research ............ 25
E. The Advantages of Using Blogging ............................ 27
F. The Technology Used in Writing.................................... 27
CHAPTER III : RESEARCH METHODOLOGY ................................... 29
A. The Objective of the Research ......................................... 29
B. The Time and Place of the Research ............................... 29
C. The Method of the Research ............................................ 29
D. The Subject of the Research ............................................ 30
E. The Procedure of Research Basen on CAR ..................... 30
F. The Technique of the Data Collecting ............................. 31
G. Technique of Data Analysis ........................................... 33
CHAPTER IV : THE RESEARCH RESULT AND DISCUSSION ....... 35
A. The Description of the School …………………………. 35
1. The Background of School …………………………. 35
2. The Usage Curriculum ………………………………36
3. The School Organization …………………………… 37
4. The School Facilities ……………………………….. 37
5. The Extra Curricular Activities ……………………. 38
B. The Activities at Classroom............................................. 39
1. The Cycle 1 .............................................................. 39
2. The Cycle 2 .............................................................. 39
C. The Analysis .................................................................... 47
D. The Research Findings ………………………………… 47
CHAPTER V : CONCLUSION AND SUGGESTIONS ………………. 49
A. Conclusion …………………………………………….. 49
B. Suggestions ……………………………………………. 50
BIBLIOGRAPHY ………………………………………………………… 53
LIST OF APPENDIXES …………………………………………………… 55
BIOGRAPHY ……………………………………………………………… 94
LIST OF FIGURES
1. Figures 1 : Sign up to Blogger ........................................................ 18
2. Figure 2 : Create google account ................................................... 19
3. Figure 3 : Sign in to Blogger ........................................................ 19
4. Figure 4 : Make your Blogger ....................................................... 20
5. Figure 5 : Select a standard template for your new blog. ............. 20
6. Figure 6 : Your blog has been created. ......................................... 21
7. Figure 7 : Write post First ............................................................. 21
8. Figure 8 : Model of CAR Hopkins ........... .................................... 25
9. Figure 9 : Model of CAR Spiral Kemmis dan Mc Taggart ............ 26
LIST OF APPENDICES
1. Appendix 1 : Silabus .................................... .................................. 55
2. Appendix 2 : Rencana Pelaksanaan Pembelajaran (RPP) ......... ... 58
3. Appendix 3 : The Observation’s Activities in Teaching Learning
Process of CAR ................................................. ....... 68
4. Appendix 4 : The Observation’s Activities in Teaching Learning
Process of CAR ................................................. ....... 69
5. Appendix 5 : The Result of Data Collection in Cycle I .................. 70
6. Appendix 6 : The Result of Data Collection in Cycle 2.................. 71
7. Appendix 7 : The Result of Data Collection from per Cycle ......... 72
8. Appendix 8 : The Result of Students’ Blogging ........................... 73
9. Appendix 9 : Kisi-Kisi Pedoman Observasi .................................. 74
10. Appendix 10 : Pedoman Observasi Dengan Guru Bahasa Inggris ... 75
11. Appendix 11 : Kisi-Kisi Pedoman Wawancara ................................ 79
12. Appendix 12 : Pedoman Wawancara Dengan Kepala Sekolah ........ 80
13. Appendix 13 : Hasil Wawancara Dengan Kepala Sekolah .............. 82
14. Appendix 14 : Hasil Wawancara Dengan Guru ............................... 85
15. Appendix 15 : Kalender Pendidikan ............................................... 87
16. Appendix 16 : Alokasi Waktu Dan Tugas Mengajar ........................ 88
17. Appendix 17 : Rekapitulasi Siswa .................................................... 90
18. Appendix 18 : Daftar Nama Siswa Kelas X .................................... 91
CHAPTER I
INTRODUCTION
F. The Background of the Study
As we realize that English is popular since it becomes of International
Language. It is used by milions of people all over the world. Nowadays, English
has become the language of commerce, technology, politics as well as education.
For Indonesia, English is a foreign language. Learnig a foreign language
is an integrated process that the learner should study the four basic skill :
listening, speaking, reading and writing. We use it to understand our world
through listening and reading and to communicative our feeling need and desire
through speaking and writing. By having more knowledge about language skill
we have much better chance of undestanding and being understood and getting
what we want and need from these around us.
Writing is one of four basic skills, it is very important in teaching and
learning English. Writing involves some language component (spelling,
grammar, vocabulary, and punctuation).
We all realize how important English for our children. The authority was
obliged all of Educational official in all province in Indonesia should provide the
lesson in each school. All Indonesia people agree with this curriculum that could
be make their children know English from beginning. More better than before
which they took in years ago. All of the component in this nation should support
this policy by all their ability.
There are so many things that can get from English. Like a senoir high
school students, they can proceed in their academic achievement with English.
As well all know, most of the source books, whether it is social or natural science
are written in English. In addition English is also important for next generation in
order can compete to International completion and prepare our human resource in
global completion.
To make students able to use English for communication, ones of the
skills which has to be understood is writing. Because it is the basic language
element learning writing is higly require sins. It is basic for mastering any
language. From writing they can telling and explaining something in spite of only
a simple statement. This skill must be trained to bring up capability in writing
process to the writer as well.
In writing something we should have more knowledge. How could we
produce information if we do not any information to give. Just like an empty
kettle that will not give any water for any body. Through writing, we can transfer
our ideas and information in the paper with the good sentences. We can express
everything in our mind in to the form of writing. Teacher as manager in the class
should be creative in transferring the knowledge students bored. Teacher should
perform their job nicely by using teching aids. Media could also be instrument in
teaching. We are focussing on Information technology media, such as Blogging.
In choosing the media you will find that the media itself has its own
characteristic. So it has weakness and strength. Usually we used the conventional
media such as cassette or vcd player but now we try to teach english by using
internet media in the class. This media is more powerful than conventional
media. Because students can visualy learn english by expressing their media in
written and in the same time they can see the respon of their ideas form chat mate
directly online.
The writer has chosen a title about writing in teaching writing in high
school, because there are some problem in MA Ar-Rasyidiyyah that appear in
teaching writing activity. As like the students of MA Ar-Rasyidiyyah are still
lack of practice, the lack of motivation from the teacher, no media to express the
student’s writing, and also the weakness of the students to understand about topic
sentences and lack of their vocabulary, never use the media studying in teaching
writing, the teacher does not make innovation for the teaching etc. Beside that
according some of the student english has symbols which difficult to understand
by the students, so as the teacher must give a lot of task to practice the writing in
the class.
Based on the problem above, so the writer has chosen blogging to solve
the writing process in the classroom. The student will more motivate to express
their mind on the blogging because it is as like their personal diary. The student
can express anywhere they want in classroom, their room or at the park.
There are many technique and method in teaching language, especially in
teaching writing English. The new of all is blogging. In here, the writer assumses
this method is so fun and increase more motivate of the students.
G. The Identification of the Problem
Based on the background of the study mentioned above, the identification
of the problem of the research are :
1. How do the students learn writing, for the time in being class?
2. How do the learning process improve the student’s ability?
3. How great are the writing skills out come?
4. How does teaching narrative writing skill through blogging make more
motivated for student?
5. How the teacher more interested to teach narrative writing skill through
blogging?
H. The Limitation of the Problem
The writer limits the discussing of the study about, “Improving Students’
Narrative Writing Skill Through Blogging Media at Tenth Grade of MA Ar-
Rasyidiyyah Koja Jakarta”. Because the writer find, the effective method to
teach using blogging. Especially students for tenth grade.
I. The Formulation of The Problem
Based on limitation of problem mentioned above, the problem of the
research can be formulated as follows; How to improve the Students’ Narrative
Writing Skill Through Blogging Media at Tenth Grade of MA Ar-Rasyidiyyah
Koja Jakarta?
J. The Benefit of the Study
The writer hopes that this thesis can develop education institution to
perform a language laboratory, teacher to use the approach and method properly
in teaching writing to their students; it can be refer for English teacher in
studying which pursuant and guide linear of the better ways to achieve the
successful English study.
The benefit of this research for high school, that the headmaster of the
school knows actually teaching and teaching writing are really acceded by the
teacher. The students of course the headmaster tries provide the equipment of
writing so that, the students writing can be improved by practicing actively.
By using blogging in teaching narrative writing skill to the tenth grade
high school. It motivates and encourages students of tenth grade high school; it
motivates and encourages students to practice writing English. It makes them
enjoy expressing their feeling, ideas, opinion and even in messages and
suggestions. Since it is fun activity, it helps students to take port in practice.
Hopefully, result of this research can be practiced by the people
especially for all teachers. The benefits that can be taken from this research they
are :
- For the student : with a new media to write, the writer hopes this technique
gives motivation for them in writing especially writing through blogging.
- For the teachers : the result for this research can give them an alternative
method in teaching writing English.
- For MA Ar-Rasyidiyyah : the result of study is expected to gives some
contributions to solve the problem faced by the student in English writing.
- For the writer : this technique can be supplies for the writer now and future
to improve teaching writing through blogging.
CHAPTER II
THEORETICAL DESCRIPTION
A. Narrative Writing Skill
1. The Definition of Narrative Skill
A recent meta-analysis Gersten and Baker hightlights research-based
intructional approach for teaching written expression to students with learning
disabilities, including ways to teach students how to analyze material learned in
the classroom and how to write personal narratives, persuasive essays, and other
genres. According to Gersten and Baker, “All of the instructional interventions
studied improved the quality of students’ written products, and there was
evidence of positive impact on students’ self-effecacy, ie., their senses of being
able to write”1.
Narrative writing skill tells a story or part of story. Narrative writing is
found in novels, biographies, autobiographies, free essay and short stories.
Narrative writing depends on the personal or imaginative experience of a person.
A narrative writing should contain an entire story – beginning, middle, and end.
It should cover all the necessary details that explain the story. The narrator
should be able to pass on his thoughts and views to the reader.
1 Gersten and Baker, S. (1999) Teaching expressive writing to students with learning disabilities : a
meta-analysis. Eugene, OR : University of Oregon. P.211-214
Narrative writing means, essentially, writing that tell a story. It might
be fiction (as with writing personal narrative, or memoir writing). The main
feature of narrative writing is that it spans time and has a plot-something happens
that keeps readers reading to see what’s next. A narrative often (but certainly not
always is written in chronological order.
Narrative writing had been defined as the kinds of writing that simply
record a series of events. The opening sentence of narrative paragraph provides
the information that begins the story to be told or the events to be described. A
narrative paragraph can introduce a longer paper primarily concerned with
exposition or analysis. The personal experience in narrative’s form is usually
interest the reader that the other ones. In addition to provide the interest value for
the reader, this approach permits the writer to lead into the materials to be
analyzed in the essay. Laurence stated in his book : Reading and writing are
things can not be separated. To get a good writing the writer are demanded to
have reading skill well, it mean to read continously and relate with what they
want to write about. Purpose is central to the kind of narrative we write.
From this opinion the writer can conclude that the rading are part of
the language skill that can not be separated, because of each other mutual
support. So if someone wants to create a form of writing, then he should have a
good reading ability.
Writing is important part of language learning. There are many aspects
point out that writing is an activity or occupation which is done by a person to
express their ideas clearly in a written form to an intended audience. Writing is a
mean to communicate, to convey message, ideas and printed word. And writing
can also be read by anyone known as written language. "Learning to write in
essence is a lesson about how to express one's ideas and feelings through the
medium of writing"2. And another said “writing is expressing someone about
their ideas, opinion, thinking, or feeling use language writing”3
The writing process that a person does, not only involve the ability to
write correct and appopriate sentences, the ability to use spelling, punctuation,
commas etc. But also the ability to think creatively excluding all information
which is not necessary. It is generally agreed that learning to write well is a
difficult and time consuming process. In order to write well an individual needs
more than basic mechanical control, especially the non native students finishing a
writing assignment or project even though she/he has sufficient mechanical
ability in the foreign language. Therefore, writing process will be better if it
involves the writers interest in writing.
Writing, as one of four skills taught in learning and teaching english is
defined in many ways by many experts. Writing is making the ideas visible and
available to readers whether on paper, computer screen or through some other
medium; using the brain stroming notes, outlines or other results of planning
activities to produce text. This complex activity involves everything from the
2 Rainey, M.C. Expression: An Introduction to Writing, Reading, and Critical Thinking. (New York :
Longman, Inc. 2003) p. 5 3 Ida Maharani. How to Write Effectively/Menulis Secara Efektif. (Yogjakarta : Citra Aji Parama.
2007) p. 12
physical act of shapes letters or making key strokes to the mental processes of
choosing words, forming sentences, arranging paragraphs and structuring the
organizations.
2. The Narrative Text
Narrative text is a story with complication or problematic events and it
tries to find the resolutions to solve the problems. An important part of narrative
text is the narrative mode, the set of methods used to communicate the narrative
through a process narration.
3. The Generic Structures of Narrative Text
a) Orientation
Sets the scene : where and when the story happened and introduces the
participants of the story : who and what is involved in the story.
b) Complication
Tells the beginning of the problems which leads to the crisis (climax) of
the main participants.
c) Resolution
The problem (the crisis) is resolved, either in a happy ending or in a sad
(tragic) ending.
d) Re-orientation/Coda
This is a closing remark to the story and it is optional. It consists of a
moral lesson, advice or teaching from the writer.
B. The Writing Skill
1. The Definition of Writing Skill
Writing skills are essential for sharing information and documenting
ideas. Building writing skills takes practice and hard work. Students must be
taught the basics before they can be expected to produce quality writing. Once
student master the basics, they will be ready to write both creatively and for a
purpose.
Finch and Crunkilton said that “competence means the mastery of
tasks, skills, behaviors, and rewards necessary for the success or an
achievement”.4 Padmadewi adds that competence is the ability in the subject and
the lab to be possessed by the graduates; capabilities that should be done by the
student. Basically, two opinions have the same idea about the notion that at its
core competence refers to the ability of students to do something by a certain
standard.
a) Handwriting
Handwriting is the first in a series of skill that emergent writers develop.
Though very basic, handwriting is important to academic success because
handwriting forms a connection between the writer letter and the sound it
represents. As students improve their hand writing skills, they become more
confident in their writing ability. Student who struggle with handwriting are
4 Mulyasa, E.. Kurikulum Berbasis Kompetensi. Cetakan Ketiga. (Bandung: PT Remaja Rosdakarya.
2003) p. 23
often frustrated with written expression and begin to dislike the writing
process. Student can trace letter, “draw” letters in paint or shaving cream,
use tweezers to move small objects and complete connect-the-dot pictures to
build handwriting skills.
b) Identification
Identifying aspects of the written word is an essential skill for emergent
writers. When teaching writing at any level, identification strategies are used
to improve writing. Beginning writers should be able to identify uppercase
and lowercase letters and sounds associated with letters. As writing skills
become more fluent, students should be taught to identify complete
sentences, sentence fragments and run-ons. Students should also be able to
identify topic sentences and supporting details. These identification
strategies are skill that create strong writers. Help student master
identification skills through use of graphic organizers, peer editing and
exposure to good writing samples.
c) Mechanics
Grammar, spelling, punctuation, or organization are important aspects
of writing. Often, it is assumed that writers possess these basic skills, and
therefore, both student and teachers are frustrated when they are not evident.
Proper use of grammar and sentence structures makes student’s writing more
effective. Spelling is equally as important because student may not use
words they are not sure how to spell. Punctuating sentences give added
meaning of writing, and organization of words and ideas is also impreative
to getting a point across. Grammar and spelling can be taught through
repetition and drill. Direct instruction in grammar is necessary for student to
master this writing skill. Help student build confidence in their writing skills
by helping them edit mechanical mistakes in their writing, or by allowing
them to dictate ideas to you.
d) Content
The most important aspect of writing, for many people is the content.
Getting student to communicate ideas is a skill that must be encouraged and
cultivated. Sentence starters, journals and free-writers are good ways to build
writing fluency and to encourage student to practice writing down thoughts.
Continue building this skill by teaching student the value of drafts in writing.
Prewritten, or brainstorm for ideas, the write a rough draft. Edit and revise a
rough draft until you are pleased with the final product. The drafting process
is a valueable skill for all writers and will give student a final product they
can be proud of.
2. The Genre in Writing
English writing have divided into some of parts, for example :
descriptive text, procedure text, narrative text, recount text, and report text.
a) Descriptive text is we write to discribe a particular person, place or thing.
b) Procedure text is we write to discribe how something is accomplished
through a sequence of action or steps.
c) Narrative text is we write to amuse, entertain, and to deal with actual or
vicarious experience in different ways.
d) Recount text is we write to retell events for the purpose of imforming or
intertaining.
e) Report text is we write to discribe the ways things are with reference to a
range of natural, man-made and social phenomena in our environment.
3. The Nature of Writing
Learning writing means learn to organize the experience, information
and ideas particularly different language pattern. To produce a good text of
writing needs hard practice and process.
Writing is not only how to make sentences in paragraph, but also how
to express the ideas in consecutive way through the appropriate graphic
symbol and structure. David Nunas suggests ; Writing is an extremely
complex continue activity in which the writer required to demonstrate control
of a number of variables simultaneously. To get fluent writing, the writer has
to check some components such as word , grammar linking ideas and spelling
before finishing the writing.
In order to make the activities of writing meaning full and
understandable, the activities of writing must be communicative. The students
should know exactly what they want to convey.
4. The Writing Process
a. Self questioning - Asking themselves questions about their writing to
establish audience and purpose in their own minds, for example:
• Why am I writing this text?
• Who am I writing for?
• What kind of language do I need to use?
• What do I need to tell them?
• How will I organize my work?
b. Planning content - Thinking about plot, theme, information content, etc.,
to suit the task through:
brainstorming ideas, alone or with others
• researching the topic in books or on-screen, and making notes
• using other resources to stimulate and/or inform.
c. Sounding out - Rehearsing what is to be written orally prior to writing in
small groups or with talk partners and experimenting until it sounds right.
‘If they can’t think it, they can’t write it.’
d. Writing first draft - Getting something down on paper or on-screen.
Focusing on the sequence of ideas/content. ‘Having a go’ at problematic
spelling at this stage using spelling strategies specifically taught. This is
especially important for under at training learners and dyslexics/learners
with specific learning difficulties (SpLD) who should not be allowed to
become demotivated by errors or poor handwriting.
e. Revising the text - Reading what has been written aloud to a partner or to
self. This highlights omissions, grammatical inconsistencies, etc., that
might not be apparent if the work is read silently since the writer will
often ‘read’ what should be there rather than what is actually on the page.
Reviewing the text and identifying :
• whether or not the text makes sense
• whether or not it needs further detail to support the plot, add to
description or provide missing information
• whether or not the tone is appropriate for the audience
• whether or not anything needs to be omitted because it is repetitive or
irrelevant, etc.
• and making revisions on paper or on-screen.
d. Editing - Checking:
• organisation/sequencing of ideas/events/paragraphs to ensure writing
is coherent
• spelling, punctuation and grammar.
e. Preparing final copy - Producing a final copy suitable for ‘publication’,
preferably for a real audience, paying attention to presentation either in
legible handwriting or through using ICT.
C. The Blogging
1. The Understanding of Blogging
The blog is a personal diary, Your pulpit every day, Space for
collaboration, Political arena of expressing ideas. News outlets. Link
collection. Mind your own. Note to the world”.5 Your blog is whatever you
want. There are millions of blogs, in all shapes and sizes, and there are no real
rules. “Blog (bentuk sederhana dari weblog) adalah sebuah laman (situs)
seseorang yang sering di update yang sering disebut dengan jurnal (diari)
online”6.
In simple terms, a blog is a website where you can continue to write
about things. It appeared at the latest so that new visitors can read. Then they
comment on it or link to it or email you. Or not. Since Blogger was launched
in 1999, blogs have reshaped the web, influencing politics, shaken up
journalism, and enabled millions of people to have a voice and connect with
others. And we firmly believe that the whole deal is just getting started.
Blogs allow you a voice on the web. Blog is a place to collect and
share the things you find interesting - whether it's your political commentary,
a personal diary, or links to websites you want to remember. Many people use
a blog just to organize their thoughts, while others create a blog that makes a
lot of influence with thousands of viewers around the world. And amateur
5 www.blogger.com 6 Rouf, I and Y. Sopyan. Panduan Praktis Mengelola Blog. (Jakarta : Media Kita. 2007) p. 30
journalists use blogs to publish breaking news, while personal journalists
reveal their innermost thoughts.
2. The Ways to Create Blogging
a. Step 1 : Choose a free blogging software
Blogger equals easy. Many novice bloggers choose to start their first
blogs with Blogger because it's free, very easy to use, and it allows ads to
help monetize blogs. The downside of blogger is it's prone to outages, so
you may not always be able to access your blog when you want to.
b. Step 2 : Register for an account and create your blog
Sign up to create a blog at blogger.com
Figure 1 : Sign up to Blogger
Visit the blogger.com home page and select the "Create Your Blog Now"
button to begin the process to start your new Blogger.com blog.
c. Step 3 : Create a Google Account
Figure 2 : Create google account
If you don't already have a Google account, you'll need to create one by
completing the form on this page.
d. Step 4 : Sign In with Your Google Account
Figure 3 : Sign in to Blogger
If you already have a Google account, you can bypass the "Create Google
Account" step and simply sign in with your existing Google account
username and password.
e. Step 5 : Name Your New Blog
Figure 4 : Make your Blogger
Enter the blog name and corresponding domain name (to precede
'.blogspot.com') in the spaces provided.
f. Step 5: Choose a Template
Figure 5 : Select a standard template for your new blog.
g. Step 6 : Congratulations - Your New Blog is Active!
Figure 6 : Your blog has been created.
Your blog is now live and ready for you to start writing content.
h. Step 7: Write Your First Post
Figure 7 : Write post First .
That's all there is to it! You're now ready to write your first blog post in
your new Blogger.com blog.
Now we can post everything that we want begin our activities, our
feeling, our opinion, etc. With blogging we can modify the backround of page
our writing, we can add some photos on the top, center, or beside the text that
we write so we always happy and more motivate to write anything on
blogging.
D. The Classroom Action Research
1. The Definition of Classroom Action Research
Action Research is a process in which educators examine
their own practice systematically and carefully using the techniques of
qualitative research. Participants design an inquiry question, collect data
throughout the year, analyze what they have learned, and write about their
findings. Observations, interviews, surveys and journals are typical data
methods that participants use to investigate their questions.
Action research has different meaning and thing when used by
different another. For example, Hopkin treats action research and classroom
research by teachers as synonymous.7 Brown and Robinson suggest that any
action undertaken by teachers to collect data and evaluate their own teaching
can be termed action research, and some highlights the participatory insider
nature of action research.8
Hodgkinson has definition of action research as follows: “Action
research is a direct and logical out come of the progressive position. “After
showing children how to work together to solve their problems, the next step
7 Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open University
Press 8 Brown, H.D. (1994) Teaching by Principles : An Interactive Approach to Language Pedagogy.
Englewood Cliffs, NJ: Prentice Hall
was for teachers to adopt the methods they had been teaching their children,
and learn to solve their own problems co-operatively”.9
Put simply, action research is “learning by doing “it is conducted by
the teacher as classroom participant. As teacher, he/she needs to know what
is actually happening in classroom, collecting data and evaluating her/his
own teaching, do something to solve it, see how successful his/her effort
were, and if not satisfied, try again until showing the increasing of changing.
Nunan sees the important defining aspect of action research as the
controlling role of the teacher: “For me the salient distinction between AR
and other form of research process is initiated and carried out by
practitioner.”10
2. The Steps of Classroom Action Research
Stephen Kemmis has developed a simple model of cyclical of the
typical action research process each cycle has four steps; they are, planning,
acting, observing and reflecting.11
a) Planning is we prepare the material that we will teach, making lesson
plan, syllabus and making evaluation that the will examine.
b) Acting is we teach the students based on our plan, the material and the
method we are going to teach and give the evaluation as the result.
9 Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge.
Cambridge University Press, p.5 10 Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds)
Teacher Developed Teacher Research: Paper on Classroom Research and Teacher Development.
Oxford: Heinemann. Pp. 44 11 Resouce : http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008
c) Observing are we observing the result of the acting is it satisfied or not?
d) Reflecting is we analyze the weaknesses of the students.
Strickland outlines the following steps in an AR cycle :
1. identify an issue, interest or problem
2. seek knowledge
3. plan an action
4. implement the action
5. reflect on your observations
6. revise the plan
Based on the steps of Action Research above, it can be concluded that
teacher as researcher has to prepare teaching process as good as possible.
Every step has to be followed in continuous and integrated.
There are cycles within cycles. Some extend across an entire study.
Others occupy only minutes or less. The result can be a very flexible and
responsive process. When each cycle includes a vigorous seeking out of
disconfirming evidence the flexibility is also accompanied by research rig
our.
The people affected by the change are involved in the action and the
critical reflection. Understanding is widely shared, and so is commitment to
any planned change. Action research certainly is not the only research
process for researching change. However, it is process well suited to
situations where you wish to achieve change (the “action”) and
understanding (the “research “ ) at some time.
Action research for development, teacher can become more
autonomous, responsible, and answerable through action research, teachers
themselves can take a so decisions concerning change.12
3. The Models of Classroom Action Research
a) Model of CAR Hopkins, 1985
12 Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J. (ed.)
Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer Press.
Pp. 207-222
b) Model of CAR Kemmis &McTaggert: 1988
c) Model of CAR Spiral Kemmis dan Mc Taggart
E. The Advantages of Using Blogging
With increasingly easy access to blogging, it is probably worth expressing
your learner to a combination of both idea and blog. If possible, as with any tool,
there are a number of advantages such as :
1. Learner may already use blogging at home.
2. Bring current technology into the class room.
3. Use of a new tool can be motivating for learners.
4. Enable learners to make contact with learners in other countries
F. The Technology Used in Writing
Technology in language teaching is not new. Indeed, technology has been
around in language teaching for decades. The use of technology in the class room
is becoming increasingly important, and it will become a normal part of ELT
(English Language Teaching) practice in the coming years and it will improves
English writing skill. There are many reasons for this :
Internet access- either in private home, or at internet cafes-is becoming
increasingly available to learners.
Younger learners are growing up with technology, and it is natural and
integrated part of their lives. For these learners the use of technology is away
to bring the outside world into the class room. And some of these younger
learners will in turn become teacher themselves.
English, as an international language, is being used in technologically
mediated context.
Technology especially the internet presents us with new opportunities for
authentic tasks and materials, as well as access to wealth of ready made ELT
materials.
The internet offer excellent opportunities for collaboration and
communication between learners who are geographically dispersed.
Technology is offered with published materials such as course books and
resources books for teacher.
Learners increasingly expect language school to integrate technology into
teaching.
Technology offers new ways for practicing language and assessing
performance.
Technology is becoming increasingly mobile. It can be used not only in the
class room, lecture hall, computer room or self-access center; it can also be
used at home, on the way to school and in internet cafés.
Using a range of ICT (Information and communication Technology) tools
can give learner exposure to and practice in all of the four main languages
skill-speaking, listening, writing and reading.
CHAPTER III
RESEARCH METHODOLOGY
A. The Objective of the Research
The objective of research is to describe how the teaching writing by using
blogging at tenth grade of high school of MA Ar-Rasyidiyyah Koja Jakarta.
Teacher hopes them to active in practicing English writing in class or another
place. It is expected that the students can enjoy to expressing their ideas opinion
and feeling and can match writing with situation and condition. Besides that,
they can also get fun in learning English in school especially for learning English
writing.
B. The Time and Place of the Research
The time and place of the research teaching writing using blogging for
tenth grade students of high school at MA Ar-Rasyidiyyah Koja North Jakarta on
Jl. Muallim South Koja North Jakarta. This research takes place during one
semester about three months from July until September 2013.
C. The Method of the Research
In this research, the writer uses the qualitative research with classroom
action research. The qualitative method is the kinds of the data are the
descriptive data. From getting the data, the research wants to describe and
explain the problem that chosen in this researching. In the research, it does not
used questioner but using the work sheet to evaluate the result and using
narrative texts as a material, because the research focused on classroom action
research.
Classroom action research method tends to rules of writing or how to
improve the writing English trough blogging media. It is true, that uses the two
cycles, and every cycle consists of four steps. On the other hands, of course, it
uses the collaboration method too. The writer conducted the research through
descriptive qualitative method, it is the method which emphasized on library
research and field research. In using descriptive qualitative method, the essence
is to describe the process and not prove this thesis. Thus, qualitative research no
suggest hypothesis, emphasize to get original data natural condition. The
methods for data collecting used in this study are observation, interview,
document analysis and evaluation.
D. The Subject of the Research
The subject of the research is the students from tenth grade high school.
There are 18 (twenty) students on the class. The researches use the method and
the technique teaching writing through blogging.
E. The Procedure of Research Basen on CAR
In the following section, the writer explains about procedure of teaching,
writing using blogging media. The procedure is dividing into four stages. They
are socializing blogging media, individually or grouping, make the blogging, and
asking Question and asking giving answer. The writer gave writing skill test
before did the presentation of lessons material (pre-test). After giving the
treatment, give the some test (post-test) then made calculation of result from both
test. Trough the cycle I, and cycle II, Each cycle consist of :
1. Planning
2. Acting
3. Observing
4. Reflecting
F. The Technique of Data Collecting
The writer has used this kind of technique in order to find the theory of
writing, the strategise of writing, and the definition of blogging.
1. Field Research
The writer has applied this technique to the tenth grade students at MA Ar-
Rasyidiyyahwith the purpose to convine and verify that the teories of this
technique with fact on the field are accurate and suitable.
2. Observation Research
Observation is one of data collecting was used by the writer. The purpose is
to know more about the location and the school and also to collect data about
the processing of teaching writing and knowing the students mastery through
blogging.
3. Interview
An interview is given to the teacher and student to know the general
condition of the students and to know the teaching writing using blogging at
the class.
a. Students
The research obtain an information that the blogging, used by the
teacher, the student feel interest and enjoy to practice their writing
through blogging the aim to improve their skill to written.
By using blogging, can the teacher improve the students skill in writing?
Does the blogging that given by teacher can make the student listening
and joyful on their writing.
b. Teacher
Based on interview between the writer and the teacher there are some
information namely ; The teacher can give solution to improve student,
learning result, espicially writing through blogging.
For the students, the teacher gives help and encourages them so write
creatively and enjoyable.
c. Headmaster
Interview with the headmaster to collect data about the school’s opinion
and attention to English lesson, the principal’s opinion about the
teaching writing technique which has been done by the teacher and the
students writing interest.
4. Test
The writer have given the test to the students each of the meeting from the
cycle I until cyle II, and then the writer analyzed the result of the test.
5. Documentation
The other instruments in this research is documentation. By doing the
documentation technique the research will obtain the data in the form of
students achievement in writing test (students daily test), beside that he/she
will took some pictures when the learning process happened. Here the writer
wrote the process of teaching learning in documentation.
6. Discussion
The writer discussed with English teacher about her teaching learning
process when the teacher is teaching writing use blogging. And talk about
what the result of using it for students.
7. Library Study
The writer tried to support this thesis to be perfect by visiting library. In
there, the writer gets many more information and knowledge to make her
argues is strong. This research instrument is using library research by
reading and collecting data, which has relevance with the research and data
collecting taken from some book. She read and choose it as the data of her
research. With expert’s argues, the writer believes that is true and can
support this thesis. The writer visit library in her town and around colleges
of Jakarta City.
G. Technique of Data Analysis
There, the analysis of the research uses the descriptive analysis. Based on
this method there has some advantages and weaknesses.
Some of the advantages of teaching writing using blogging media are as
follows :
1. Using blogging media make students more pleasure from regular activities in
class. It creates a relaxed atmosphere in the classroom.
2. Using blogging media can encourage the students to write in English
because the blogging media are combinations between language practice
with fun and excitement.
3. Blongging media can practice the students’ ability in forming many kind of
writing.
While the weaknesses are :
1. In applying blogging media, the teacher needs the students who are skillful
in ICT.
2. In applying blogging media, the teacher needs the connector internet in the
class.
3. In applying blogging media, the teacher needs the students’ more controlling
how to make right pronunciation.
CHAPTER IV
THE RESEARCH RESULT AND DISCUSSION
E. The Description of the School
6. The Background of School
MA Ar-Rasyidiyyah Koja North Jakarta is Islamic High School, located
on Jl. Muallim South Tugu Koja North Jakarta, which have long stood in 1981
on the initiative of the Ar-Rasyidiyyah Organization is welcomed by the local
community but at 1996 MA Ar-Rasyidiyyah was closed because there are the
conflict inside. Then at 2006 MA Ar-Rasyidiyyah has found back with Drs. H. A
Mahfudz Abduh who is the headmaster until now. Surrounding communities are
very happy because teaching and learning in school not far from where you live
and the ability to finance public school children were affordable. Therefore the
existence of MA Ar-Rasyidiyyah Koja Jakartas tood very first time the public
and local government response, not a few people who took participation in MA
Ar-Rasyidiyyah Koja Jakarta development.
The Vision and Mission of MA Ar-Rasyidiyyah Koja North Jakarta,
namely, as follows :
a. Vision : The implementation of the educational process that prioritizes
balance between formation IP and IMTAQ.
b. Mission : 1) Providing appropriate education curriculum
2) Prioritize the aspects of management functions education
education administration, process education and educational
facilities.
3) Improving education on aspects of management planning,
organizing and execution control.
4) Seek out put education devoted, intelligent, skilled and
competitive.
c. Purpose : 1) Achievement in academic and non-academic
2) Reliable in learning activities
3) Strengthening the faith and devotion to Allah Almighty.
4) Teaching and learning atmosphere that is orderly, democratic,
conducive, and nurturing.
5) Have a high social awareness.
7. The Usage Curriculum
In MA Ar-Rasyidiyyah Koja North Jakarta, all teachers used National
Curriculum 2006 (KTSP), and also for the English teachers. The basic
competence or skill that should be thought are speaking, reading, listening,
and writing. They are integrate one other. And the teacher free to use the
method or the technique for their teaching correctly. The teacher used KTSP
curriculum as a reference for their teaching because without curriculum the
teaching learning process will never reach out.
8. The School Organization
The School Organization of MA Ar-Rasyidiyyah Koja North Jakarta
THE SCHOOL ORGANIZATION
MA AR-RASYIDIYYAH KOJA NORTH JAKARTA
DEPAG ORGANIZATION OF
NORTH JAKARTA CITY ARRASYIDIYYAH
`
HEADMASTER
SCHOOL COMMITTEE STAFF ADMINISTRATION
HOMEROOM TEACHER X HOMEROOM TEACHER XI
HOMEROOM TEACHER XII
STUDENTS
9. The School Facilities
MA Ar-Rasyidiyyah geographically located in Jl. Muallim South Tugu
Koja, North Jakarta. Has a strategic location that is located on the edge of the
highway, easily accessible from all directions. Built on a land area of 350 m2.
MA Ar-Rasyidiyyah have some facilities to support the teaching and
learning process, that are :
a. The Classroom
b. The Headmaster room
c. The Teacher room
d. The Laboratory of Language
e. The Laboratory of IT
f. The Field of Volley Ball
g. The Mosque, etc
10. The Extra Curricular Activities
The type of extra-curricular activities that have been carried out in MA
Ar-Rasyidiyyah Koja, North Jakarta are the scouts and religious activities.
a. Scout activities carried out regularly every week on Saturday.
b. Religious activities directed to students of religious life, as well as the
ability to manage activities such as lectures, warnings mauled prophet,
and Isra 'Mi'raj Prophet Muhammad SAW, in addition there is also the
daily activities undertaken by students outside of school hours learning
to write and read the Al Quran commonly carried out in accordance
with a predetermined schedule.
In extra-curricular MA Ar-Rasyidiyyah Koja North Jakarta activities of
many wons several races including competion of tahfidul Qur'an, Qur'an
Tartil, gymnastics, volleyball, quiz, and others.
F. The Activities at Classroom
1. The Cycle 1
Reconnaisance
At the first time the writer entered the class. The students had low
motivation. And the situation was not condusive.
Planning : The writer prepared the material a narrative from the text
book. Then introduce about the blogging.
The writer condition of student, took the absence of student
and say greeting. Then the writer gave explanation about
writing before giving the main of lesson and make pre-test
(invite student for reciprocating writing) by short story about
the folkstore. It supposed to know and measure the student’s
achievement comprehending lesson of English writing. When
done by is short story concerning the folkstore, seen reaction
of student not yet give enthusiastic response to write. Out of
eighteen student only five people that seem is active.
Acting : The writer opened the example of narrative text. The student
were asked to answer the question aloud about the material
one by one that called randomly, the writer define kinds of
narratives.
Writer and student rewrite some short stories from the region
in Indonesia.
Then gives explanation concerning narratives function.
After that the students make the short stories to demonstrate
concerning narratives if they had wrong vocabulary or
pronounciation the writer corrected
Indecisive flavor and fear to do mistake when writing the
short stories which in rising seen. Of students seen still be
covered by unconvinced and indecisive flavor of themselves
when replying question. Even they are not daring to say by
ear that firms [oppositely; also] heard by approximant
whisper. Writer gives reinforcement and concludes, Advice
Lessons that will come and give homework to make short
stories. Then the students were asked to answer the work
sheet (Execute evaluation).
Writer say greeting before class exit.
Observing : In this part the writer observed that they had problem in their
motivation and lack of vocabulary. From observation which
got, almost all student unable to write. Even write is lazy or
not spirit. This thing result student is less enthusiastically
even class atmosphere become clamor.
The result of average from the students in the first cycle, the
competention from the methode is not work properly well.
Students’ Result of Cycle One
Name Aspect of Writing
Score KKM Pass/
Fail Org. Cont. Gram Vocb. Spell.
Afifudin 12 11 11 13 13 60 65 Fail
Amiroh Husnaini 13 14 15 16 12 70 65 Pass
Arizal Duhori 12 11 11 13 13 60 65 Fail
Cahya 10 11 12 12 10 55 65 Fail
Eka Setiawan Wijaya 10 11 11 12 10 54 65 Fail
Fatur Rahman A 9 9 9 11 12 50 65 Fail
Khoirunnisak 10 12 12 12 10 56 65 Fail
Larastika 11 11 12 12 11 59 65 Fail
Muhammad Iqbal 12 11 11 13 13 60 65 Fail
Nadia Luthfi 13 12 14 13 14 65 65 Fail
Natasia Silvia Putri 13 14 15 16 12 70 65 Pass
Nur Alin Karudu 12 15 15 15 13 70 65 Pass
Nur Indah Rahmawati 14 13 16 15 12 70 65 Pass
Salbiyaturrohmah 10 11 12 12 10 55 65 Fail
Tika Herniawati 10 12 12 12 10 56 65 Fail
Ulfa Syarifah 11 12 12 12 10 57 65 Fail
Varah Ardilla 10 10 11 12 10 53 65 Fail
Yuliana 10 12 10 12 10 54 65 Fail
Total 202 212 221 233 205 1074
Averange 59,66
Reflecting : They had problems in lack of motivation, bad pronounciation
and have not enough encourages to write. Even in intonation
even also of students, many doing mistake. Condition of
class rather less in control, probably because new situation
and they deal with instructor which less familiar, so that of
front students still for expression their selves in the form of
communications. The material would be equiped that had
simple thing that contents the short stories.
After the writer did the research, he finds that:
1. The students were lack motivation because they
didn’t know how to write the narrative text well.
2. The students had not fun felling because the class
condition is not enjoy.
3. They couldn’t equip in the correct sentence.
So how with teaching process hereinafter? What have to be
altered and added in process of teaching so that student can
increase the ability in conversing English?
Is that some weakness on technique of teaching, teaching
matter that too difficult to be received or linguistic in
submitting not accurate matter?
This thing will be evaluated at cycle of two
2. The Cycle 2
Reconaisance
At the second time the writer entered the class. The students’ motivation was
still high the student had worked cooperatively with their teacher. The
problem was have they hard ability to write? Because not all students have
good vocabulary.
Planning : The writer choosed the material that contained the story,
introduction and how to make narrative writing well. The
writer took the sample material from the text book. The
writer divided them into five groups. Then make observation
of the students activities and make sure the students feel
more comfortable with their groups.
Acting : First, The writer explains about the material including how to
write well in narrative, the process to write, rules of writing,
and the purpose of writing. The material is narrative writing
and sub-material about the short stories. Second, the writer
Grapic of Students Categories
Fail
Pass
introduces about the blogging, how to make it, how to
operate, how to write / make posting on the blogging, how to
design the screen of blogging and how to use it. Third, the
writer gives some examples to write in the blogging. Third,
the teacher give some examples how to write on the
blogging, how to change the templates of blogging. Then, the
writer asks for students to practice and write their daily
activities on the blogging what we have studied.
The writer was being observer and conselor in the class
activities.
Observing : From these activities the writer observed that they could
improve their ability. Although they didn’t know to make the
blogging well, they would do that best. In groups, students
can cooperate with others and learn from each other as well
as the teacher. This was cooperation, not only competition,
and was encourage.
The writer’s initial role is that of conselor. It means that the
writer recognized how threatening a new learning situation
can be for tenth grade of MA Ar-Rasyidiyyah, so the writer
can support the students in their struggle to master the target
language. Writer who use the groups activities believe
students can learn from each other and can get more practice.
This could lead to development of community among class
members.
Students’ Result of Cycle Two
Name Aspect of Writing
Score KKM Pass/
Fail Org. Cont. Gram Vocb. Spell.
Afifudin 14 15 13 16 12 70 65 Pass
Amiroh Husnaini 16 15 14 15 15 75 65 Pass
Arizal Duhori 15 14 13 15 13 70 65 Pass
Cahya 15 16 14 15 15 75 65 Pass
Eka Setiawan Wijaya 12 13 11 10 14 64 65 Fail
Fatur Rahman A 14 15 13 16 12 70 65 Pass
Khoirunnisak 15 13 13 15 13 70 65 Pass
Larastika 15 17 16 14 18 80 65 Pass
Muhammad Iqbal 14 15 13 16 12 70 65 Pass
Nadia Luthfi 15 17 16 14 18 80 65 Pass
Natasia Silvia Putri 16 18 17 18 16 86 65 Pass
Nur Alin Karudu 16 16 15 15 16 78 65 Pass
Nur Indah Rahmawati 18 19 17 20 16 90 65 Pass
Salbiyaturrohmah 19 18 18 17 19 91 65 Pass
Tika Herniawati 19 19 20 19 20 96 65 Pass
Ulfa Syarifah 14 15 13 16 12 70 65 Pass
Varah Ardilla 16 15 14 15 15 75 65 Pass
Yuliana 16 16 15 15 16 78 65 Pass
Total 279 286 265 281 272 1388
Averange 77,11
Reflecting : There was increasing in their narrative writing ability and the
responses showed that they had motivation in learning
writing. Their anthussiasme were high when that writer
choosed the simple title and write on the blogging.
Developing a motivate among the class builds spirit and can
help to reduce treat of the writing skill. And to know the
whole result from this research, the writer gave the students
the evaluation.
Building sharing with among students was very important. In
trusting releationship, the threat that students feel is reduced
and therefore non defensive learning in promoted. Students
can learn from their sharing with each other as well as their
interaction the teacher. A spirit of cooperation, not
competition, can prevail.
In cylcle 2 there the competition to write on the blogging was
held among the groups, then the students were more
interested.
G. The Analysis
In activities in the class, the writer could see the progrees of writing
ability from the students. The improvement process in teaching writing through
blogging media.
There was increasing the average score from cycle 1, and cycle 2 the
writer took their score from exercises that they have done. It was indicated that
teaching writing through blogging media the students reached better and better in
writing.
From the table and graphic shows the result score evaluation are : 11
students got score 7 (61%), 3 students got score 8 (16%), 3 students got score 9
(16%). The average score is 7.11 , it means that the method by blogging media is
make improvement for writing English for the students.
H. The Research Findings
Along the process of the research and the teaching directly to the school
that has been object of the research activity, the writer also gets some findings
from the students, the teacher, and the institution such as There are some students
Grapic of Students Categories
Fail
Pass
who have lack of motivation in the following the kind of activities in the learning
English process, it is shown by some of the students do not have any books used,
no media to use in learning process, they are also lazy to learn English, and they
are limitation of the knowledge and experience of English. While from the
teacher, there are also found some finding such as : the method used in teaching is
too monoton that is caused boring for the students, beside that the teacher tends
that she is not creative in teaching English and lack of methods used in the
teaching-learning activity in the classroom. There are also some information from
the headmaster of school itself such as : the limitation of facility needed to teach
English in general like : language laboratory, a complete library, and the other
facility that has relative to the high technology to support the teaching English in
the classroom.
CHAPTER V
CONCLUSION AND SUGGESTIONS
C. Conclusion
After analyzing some data collecting about improving students’ narrative
writing skill through blogging media, and the condition of learning English
process at MA Ar-Rasyidiyyah, now the writer tries to make conclusions from
cycle 1 to cycle 2 such as below :
1. From the cycle 1 until 2, the writer which got, almost all student unable to
make writing the narrative text. Even lack of motivation. This thing result
student is less enthusiastically even class atmosphere become silently. The
result obtain in each cycle 1 = 59,66, and on the cycle 2 = 77,11 . From the
result it is concluded there is an improve in students’ narrative writing skill
through blogging media.
2. In term of enthusiasm of students was increasing students’ writing skill are
very significant. In the first cycle in the achievement of all the students
failed the minimun standart criteria. Then in cycle 2 students have started
enthusiastically to improve their writing skills, look at the final result of all
students can achieve and exceed the minimun standart criteria. The using of
blogging media shown to improve their narrative writing skills
enthusiastically.
3. The students study English with still lack of practice, the lack of motivation
from the teacher, no media to express the student’s writing, and also the
weakness of the students to understand about topic sentences and lack of
their vocabulary, and never use the media studying in teaching writing, etc.
4. The English teacher seldom to use some media of teaching when she teachs
English, especially teaching English writing and the teacher does not make
innovation for the teaching.
5. The usage of system in teaching activity on MA Ar-Rasyidiyyah, especially
teaching English writing just use the book to write.
6. The process of teaching narrative writing skill through blogging media make
the students so enjoyful, so fun, and so pleasure.
7. The process of teaching narrative writing skill through blogging media make
the teacher also feels more motivated and more interested.
D. Suggestions
After doing the research the writer has some suggestions for the students,
English teacher and the institution as follow :
a. For the students :
1. The students should always ask the teacher for clearer explanation when
they can not understand the lesson.
2. The students should be active in participating during the lesson activity,
espicially that have relatived to the writing aspect.
3. The students should express their mind into blogging to keep the ability
English writing.
4. The students should help their friends when they can not make the
blogging learning process.
5. The students should keep friendship with another and share what they
have writed on their blogging
b. For English teacher :
1. The teacher should make condusive and make fun in the class to support
the class activity.
2. The teacher should be able to manage the class and the time in order to
make students be more active and involved to the activity and make it
runs well.
3. The teacher should make innovation in learning process, espicially
English writing by using varians models.
4. The teacher should use the blogging when teach writing English because
it can be students more motivate.
5. The teacher should make the blogging privacy in order make easier
when they want share the lesson or everything.
c. For the institution:
1. The institution should provide facilities that support the students
activities in learning English.
2. The institution should maximize the function of the library and the
laboratory of language as a medium for learning
3. The institution should provide the teachers that qualified based on their
background education.
4. The institution should create the good relationship among the students,
teachers, staffs, and the headmaster.
5. The institution should give the training of teacher to develop their ability
and innovate the ways of teaching writing, especially using blogging.
Those suggestions are hoped that can be practice by the English teacher in
teaching writing, especially by using blogging to make the students have been
familiar about it and get the best result.
BIBLIOGRAPHY
Arifin Zaenal, Dasar-dasar Penulisan Karya Ilmiah. (Jakarta : P.T Grasindo, 2003)
Beach, R., Anson, C., Breuch, L., & Swiss, T. (2008). Teaching Writing Using Blogs,
Wikis, and other Digital Tools. Christopher-Gordon Publishers: Norwood.10.
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to
foster student interaction and collaboration. Distance Education, 27.
Burgess, J. (2006). Blogging to learn, learning to blog. In A. Bruns & J. Jacobs (eds.),
Uses of Blogs. (pp. 105). New York: Peter Lang Publishing Inc.
Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in
the field: Lessons learned from a fiasco. In Proceedings of the Fifth IEEE
International Conference on Advanced Learning Technologies (ICALT’05).
Flatley, M. (2005). Blogging for enhanced teaching and learning. Business
Communication Quarterly, 68(1)
Halic, O., Lee, D., Paulus, T. & Spence, M. (2010).To blog or not to blog: Student
perceptions of blog effectiveness for learning in a college-level course.
Internet and Higher Education, doi:10.1016/j.iheduc.2010.04.001.
Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the
classroom. AACE Journal
http://www.blogger.com
Kountur Ronny, Metode Penelitian (Jakarta: Buana Printing, 2007)
L. C. Ducate, L. L. Lomicka. (2005, Fall). Exploring the blogosphere: Use of web
logs in the foreign language classroom. Foreign Language Annals, 38(3)
Maharani, Ida 2007. How to Write Effectively/Menulis Secara Efektif. Yogjakarta :
Citra Aji Parama
Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards,
K. (eds) Teacher Developed Teacher Reseach : Paper on Classroom Research
and Teacher Development. Oxford: Heinemann.
P. Beeson. Bringing blogs into the classroom. Quill. 2005, August, 93(6)
R. Goodwin-Jones. Tag Clouds in the Blogosphere: Electronic Literacy and Social
Networking. Language Learning & Technology. 2006, May.10 (2): 8-15.
(Also online at: http://llt.msu.edu/vol10num2/emerging/).
Yoon, H & Hirvela, A. (2004) ESL student attitudes toward corpus use in L2 writing.
Journal of Second Language Writing 13 (2004)
Widdowson, H. G. (1978). Teaching language as communication. London: Oxford
University Press.
APPENDIX 1
SILABUS PEMBELAJARAN
Nama Sekolah : MA Ar-Rasyidiyyah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / 2
Standar
Kompetensi
Kompetensi
Dasar
Materi
Pembelajaran
Nilai Budaya &
Karakter
Bangsa
Kewirausahaan
/Ekonomi
Kreatif
Kegiatan
Pembelajaran
Indikator Penca-
paian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar
Menulis
Mengungkapk
an makna
dalam teks
tulis fungsional
pendek dan
esei sederhana
berbentuk
narrative,
descriptive dan
news item
dalam konteks
kehidupan
sehari-hari
Mengungkap-
kan makna
dalam bentuk
teks tulis
fungsional
pendek
(misalnya
pengumuman,
iklan,
undangan dll.)
resmi dan tak
resmi secara
akurat, lancar
dan berterima
yang
menggunakan
ragam bahasa
tulis dalam
konteks
kehidupan
sehari-hari
• develop a
paragraph of
narrative
texts;
• write main
ideas and its
supporting
ideas;
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membuat pengumuman secara individu dan mempubli-kasikan di papan pengumuman
Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat
Menulis gagasan utama
Mengelaborasi gagasan utama
Membuat draft, merevisi, menyunting
Menghasilkan teks fungsional pendek
Tugas
portofolio
3 x 45
Look a
head x
Kamus
Kaset/CD
Player
LCD
Gambar
Majalah
internet
Mengungkap-
kan makna
dan langkah
retorika dalam
esei
write narrative
texts.
Religius, jujur, toleransi, disiplin, kerja keras, mandiri,
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas
Membuat draft teks naratif,berita atau deskripsi dengan melakukan
Menggunakan kalimat reported speech dalam menyampaikan sebuah berita
Tugas
portofolio
4 x 45
Look a
head x
Kamus
Kaset/CD
Player
sederhana
secara akurat,
lancar dan
berterima
dalam konteks
kehidupan
sehari-hari
dalam teks
berbentuk
narrative,
descriptive,
dan news item
demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
(bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
chain writing. Menggunakan kalimat simple present dalam membuat sebuah deskripsi
Menggunakan adverbial clause dalam menulis sebuah narasi
Menghasilkan teks berbentuk news item
Menghasilkan teks berbentuk narrative
LCD
Gambar
Majalah
internet
Mengetahui
Jakarta, 16 Juli 2013
Kepala Madrasah
Guru Mata Pelajaran
Drs. H.A. Mahfudz Abduh, M.Si
Evy Salmiastuti
NIP.
NIP.197810222009122002
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :MA Ar-Rasyidiyyah
Mata Pelajaran :Bahasa Inggris
Kelas/Semester :X / 2
Pertemuan Ke :13
Alokasi Waktu : 2 x 45 menit
A. Standar Kompetensi
Menulis
- Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana berbentuk narrative, descriptive dan news item dalam konteks
kehidupan sehari-hari.
B. Kompetensi Dasar
- Mengungkap-kan makna dalam bentuk teks tulis fungsional pendek
(misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara
akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam
konteks kehidupan sehari-hari.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
Menggunakan tata bahasa, kosa kata, tanda
baca, ejaan, dan tata tulis dengan akurat
Menulis gagasan utama
Mengelaborasi gagasan utama
Membuat draft, merevisi, menyunting
Menghasilkan teks fungsional pendek
Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin tahu,
semangat kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab, mandiri
Kewirausahaan/ Ekonomi Kreatif :
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan).
D. Tujuan Pembelajaran
Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata
tulis dengan akurat
Siswa dapat menulis gagasan utama
Siswa dapat mengelaborasi gagasan utama
Siswa dapat membuat draft, merevisi, menyunting
Siswa dapat menghasilkan teks fungsional pendek
E. Materi Pokok
Develop paragraph of narrative texts;
Writing narrative texts.
The first important thing to remember about a narrative essay is that it
tells a story. The second important thing about a narrative essay is that the story
should have a point. In the final paragraph, the author should come to an
important conclusion about the experience that has just been described. For
further steps in writing narrative,
visit www.infoplease.com
F. Metode Pembelajaran/Teknik:
Pendekatan : Contextual Teaching and Learning (CTL)
Strategi Pembelajaran : Cooperative Learning
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Siswa dapat menggunakan
tata bahasa, kosa kata,
tanda baca, ejaan, dan tata
tulis dengan akurat,
menulis gagasan utama,
mengelaborasi gagasan
utama, membuat draft,
merevisi, menyunting,
menghasilkan teks
fungsional pendek.
Siswa mampu menganalisa
tata bahasa, kosa kata, tanda
baca, ejaan, dan tata tulis
dengan akurat, menulis
gagasan utama, mengelaborasi
gagasan utama, membuat
draft, merevisi, menyunting,
menghasilkan teks fungsional pendek.
Siswa mampu mengerjakan
dan mengerti tata bahasa,
kosa kata, tanda baca, ejaan,
dan tata tulis dengan akurat,
menulis gagasan utama,
mengelaborasi gagasan
utama, membuat draft,
merevisi, menyunting,
menghasilkan teks fungsional
pendek.
Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
- Memberikan stimulus berupa pemberian materi mengenai tata bahasa,
kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis
gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi,
menyunting, menghasilkan teks fungsional pendek.
- Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa
Inggris mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama,
membuat draft, merevisi, menyunting, menghasilkan teks fungsional
pendek.
- Memberikan kesempatan pada peserta didik mengkomunikasikan secara
lisan atau mempresentasikan mengenai tata bahasa, kosa kata, tanda
baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama,
mengelaborasi gagasan utama, membuat draft, merevisi, menyunting,
menghasilkan teks fungsional pendek.. informasi tertentu. berhubungan
dengan penyelesaian suatu soal.
- Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa
Inggris mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama,
membuat draft, merevisi, menyunting, menghasilkan teks fungsional
pendek.
Elaborasi
Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi
gagasan utama, membuat draft, merevisi, menyunting, menghasilkan
teks fungsional pendek..
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal
yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara
individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam
bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh
siswa melalui sumber buku lain.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman
belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti dalam materi mengenai tata bahasa, kosa kata, tanda baca,
ejaan, dan tata tulis dengan akurat, menulis gagasan utama,
mengelaborasi gagasan utama, membuat draft, merevisi, menyunting,
menghasilkan teks fungsional pendek.
Kegiatan Akhir (10’)
Siswa diminta membuat rangkuman dari materi mengenai tata bahasa,
kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis
gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi,
menyunting, menghasilkan teks fungsional pendek.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi
mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan
akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat
draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Developing English Competencies for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbahasa Inggris
Majalah
I. Penilaian
Teknik : Tugas individu, Kuis, Ulangan harian.
Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Answer these questions.
1. Have you ever written a story?
2. What do you do first when you write a story?
3. Have you ever written a fairy tale?
4. Are there any differences between writing fairy tales and ordinary short stories?
Mengetahui Jakarta, Juli 2013
Kepala Sekola Guru Mata Pelajaran
Drs.H.A. Mahfudz Abduh, M.Si Evy Salmiastuti, S.Ag
NIP. NIP.197810222009122002
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MA Ar-Rasyidiyyah
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Pertemuan Ke : 14
Alokasi Waktu : 2 x 45 menit
A. Standar Kompetensi
Menulis
- Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana berbentuk narrative, descriptive dan news item dalam konteks
kehidupan sehari-hari.
B. Kompetensi Dasar
- Mengungkap-kan makna dan langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk narrative, descriptive, dan news item.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
Menggunakan kalimat reported speech
dalam menyampaikan sebuah berita
Menggunakan kalimat simple present
dalam membuat sebuah deskripsi
Menggunakan adverbial clause dalam menulis sebuah narasi
Menghasilkan teks berbentuk news item
Menghasilkan teks berbentuk narrative
Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin tahu,
semangat kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab,
mandiri
Kewirausahaan/ Ekonomi Kreatif :
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan).
D. Tujuan Pembelajaran
Siswa dapat menggunakan kalimat reported speech dalam menyampaikan sebuah berita
Siswa dapat menggunakan kalimat simple present dalam membuat sebuah
deskripsi
Siswa dapat menggunakan adverbial clause dalam menulis sebuah narasi
Siswa dapat menghasilkan teks berbentuk news item
Siswa dapat menghasilkan teks berbentuk narrative
E. Materi Pokok
Identify factual meaning in the texts;
Identify the structure of narrative texts;
Reading and understanding narrative texts.
F. Metode Pembelajaran/Teknik:
Pendekatan : Contextual Teaching and Learning (CTL)
Strategi Pembelajaran : Cooperative Learning
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Siswa dapat menggunakan
kalimat reported speech
dalam menyampaikan
sebuah berita, kalimat
simple present dalam
membuat sebuah deskripsi,
adverbial clause dalam
menulis sebuah narasi, teks
berbentuk news item,dan
narrative.
Siswa mampu menganalisa
kalimat reported speech dalam
menyampaikan sebuah berita,
kalimat simple present dalam
membuat sebuah deskripsi,
adverbial clause dalam
menulis sebuah narasi, teks
berbentuk news item,dan
narrative.
Siswa mampu mengerjakan
dan mengerti kalimat
reported speech dalam
menyampaikan sebuah
berita, kalimat simple present
dalam membuat sebuah
deskripsi, adverbial clause
dalam menulis sebuah narasi,
teks berbentuk news item,dan
narrative.
Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
- Memberikan stimulus berupa pemberian materi mengenai kalimat
reported speech dalam menyampaikan sebuah berita, kalimat simple
present dalam membuat sebuah deskripsi, adverbial clause dalam
menulis sebuah narasi, teks berbentuk news item,dan narrative..
- Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa
Inggris mengenai kalimat reported speech dalam menyampaikan sebuah
berita, kalimat simple present dalam membuat sebuah deskripsi,
adverbial clause dalam menulis sebuah narasi, teks berbentuk news
item,dan narrative.
- Memberikan kesempatan pada peserta didik mengkomunikasikan secara
lisan atau mempresentasikan mengenai kalimat reported speech dalam
menyampaikan sebuah berita, kalimat simple present dalam membuat
sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks
berbentuk news item,dan narrative.
- Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa
Inggris mengenai kalimat reported speech dalam menyampaikan sebuah
berita, kalimat simple present dalam membuat sebuah deskripsi,
adverbial clause dalam menulis sebuah narasi, teks berbentuk news
item,dan narrative.
Elaborasi
Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat kalimat reported speech dalam
menyampaikan sebuah berita, kalimat simple present dalam membuat
sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks
berbentuk news item,dan narrative.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal
yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara
individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam
bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh
siswa melalui sumber buku lain.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman
belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti dalam materi mengenai kalimat reported speech dalam
menyampaikan sebuah berita, kalimat simple present dalam membuat
sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks
berbentuk news item,dan narrative.
Kegiatan Akhir (10’)
Siswa diminta membuat rangkuman dari materi mengenai kalimat
reported speech dalam menyampaikan sebuah berita, kalimat simple
present dalam membuat sebuah deskripsi, adverbial clause dalam
menulis sebuah narasi, teks berbentuk news item,dan narrative..
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi
mengenai kalimat reported speech dalam menyampaikan sebuah berita,
kalimat simple present dalam membuat sebuah deskripsi, adverbial
clause dalam menulis sebuah narasi, teks berbentuk news item,dan
narrative.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Developing English Competencies for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbahasa Inggris
Majalah
I. Penilaian
Teknik : Tugas individu, Kuis, Ulangan harian.
Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Change the following sentences into passive voice.
1. The cameraman takes the President's several times.
2. A fire melts the wax statue at the House of Wax.
3. My brother buys me this new computer game.
4. She writes the beautiful story of prince and princesses.
5. The firefighters helps a family from being trapped in a ruin.
Mengetahui Jakarta, Juli 2013
Kepala Sekolah Guru Mata Pelajaran
Drs.H.A. Mahfudz Abduh, M.Si Evy Salmiastuti, S.Ag
NIP. NIP.197810222009122002
APPENDIX 3
The Observation’s Activities in Teaching Learning Process of CAR
Subject : Writing
School : MA Ar-Rasyidiyyah Koja Jakarta
The cycle : I (one)
No Students’ Activities Best Good Enough Less
1 Students’ enthuasiasm in teaching
process V
2 Students’ attention in write V
3 Students’ performance in their narrative
writing skill V
4 Students’ memorized in their narrative
writing skill V
5 Students’ fluency in punctiation and
grammar V
6 Students’ motivation in writing V
Best = 86 – 100
Good = 71 – 85
Enough = 60 – 70
Less = < 60
APPENDIX 4
The Observation’s Activities in Teaching Learning Process of CAR
Subject : Writing
School : MA Ar-Rasyidiyyah Koja Jakarta
The cycle : II (two)
No Students’ Activities Best Good Enough Less
1 Students’ enthuasiasm in teaching
process V
2 Students’ attention in write V
3 Students’ performance in their narrative
writing skill V
4 Students’ memorized in their narrative
writing skill V
5 Students’ fluency in punctiation and
grammar V
6 Students’ motivation in writing V
Best = 86 – 100
Good = 71 – 85
Enough = 60 – 70
Less = < 60
APPENDIX 5
The Result of Data Collection in Cycle I
Name Aspect of Writing
Score KKM Pass/
Fail Org. Cont. Gram Vocb. Spell.
Afifudin 12 11 11 13 13 60 65 Fail
Amiroh Husnaini 13 14 15 16 12 70 65 Pass
Arizal Duhori 12 11 11 13 13 60 65 Fail
Cahya 10 11 12 12 10 55 65 Fail
Eka Setiawan Wijaya 10 11 11 12 10 54 65 Fail
Fatur Rahman A 9 9 9 11 12 50 65 Fail
Khoirunnisak 10 12 12 12 10 56 65 Fail
Larastika 11 11 12 12 11 59 65 Fail
Muhammad Iqbal 12 11 11 13 13 60 65 Fail
Nadia Luthfi 13 12 14 13 14 65 65 Fail
Natasia Silvia Putri 13 14 15 16 12 70 65 Pass
Nur Alin Karudu 12 15 15 15 13 70 65 Pass
Nur Indah Rahmawati 14 13 16 15 12 70 65 Pass
Salbiyaturrohmah 10 11 12 12 10 55 65 Fail
Tika Herniawati 10 12 12 12 10 56 65 Fail
Ulfa Syarifah 11 12 12 12 10 57 65 Fail
Varah Ardilla 10 10 11 12 10 53 65 Fail
Yuliana 10 12 10 12 10 54 65 Fail
Total 202 212 221 233 205 1074
Averange 59,66
APPENDIX 6
The Result of Data Collection in Cycle II
Name Aspect of Writing
Score KKM Pass/
Fail Org. Cont. Gram Vocb. Spell.
Afifudin 14 15 13 16 12 70 65 Pass
Amiroh Husnaini 16 15 14 15 15 75 65 Pass
Arizal Duhori 15 14 13 15 13 70 65 Pass
Cahya 15 16 14 15 15 75 65 Pass
Eka Setiawan Wijaya 12 13 11 10 14 64 65 Fail
Fatur Rahman A 14 15 13 16 12 70 65 Pass
Khoirunnisak 15 13 13 15 13 70 65 Pass
Larastika 15 17 16 14 18 80 65 Pass
Muhammad Iqbal 14 15 13 16 12 70 65 Pass
Nadia Luthfi 15 17 16 14 18 80 65 Pass
Natasia Silvia Putri 16 18 17 18 16 86 65 Pass
Nur Alin Karudu 16 16 15 15 16 78 65 Pass
Nur Indah Rahmawati 18 19 17 20 16 90 65 Pass
Salbiyaturrohmah 19 18 18 17 19 91 65 Pass
Tika Herniawati 19 19 20 19 20 96 65 Pass
Ulfa Syarifah 14 15 13 16 12 70 65 Pass
Varah Ardilla 16 15 14 15 15 75 65 Pass
Yuliana 16 16 15 15 16 78 65 Pass
Total 279 286 265 281 272 1388
Averange 77,11
APPENDIX 7
The Result of Data Collection from per Cycle
No Name Cycle 1 Cycle 2
Afifudin 60 70
Amiroh Husnaini 70 75
Arizal Duhori 60 70
Cahya 55 75
Eka Setiawan Wijaya 54 64
Fatur Rahman A 50 70
Khoirunnisak 56 70
Larastika 59 80
Muhammad Iqbal 60 70
Nadia Luthfi 65 80
Natasia Silvia Putri 70 86
Nur Alin Karudu 70 78
Nur Indah Rahmawati 70 90
Salbiyaturrohmah 55 91
Tika Herniawati 56 96
Ulfa Syarifah 57 70
Varah Ardilla 53 75
Yuliana 54 78
APPENDIX 8
The Result of Students’ Blogging
APPENDIX 9
Kisi-Kisi Pedoman Observasi
Kisi-Kisi Observasi
Sasaran Observasi Topik Observasi
1. Guru a. Perencanaan program bahasa inggris
b. Pelaksanaan program bahasa inggris
- Proses pembelajaran
- Keterampilan mengajar
- Materi pelajaran
- Penggunaan alat peraga sumber
belajar
- Metode pengajaran
- Pelaksaan evaluasi
2. Siswa - Latar belakang siswa
- Keaktifan dalam proses belajar
- Respon terhadap pelajaran bahasa
inggris
APPENDIX 10
Pedoman Observasi Dengan Guru Bahasa Inggris
Hari : Rabu, 04 Sept’13 Kelas : X (sepuluh)
Observasi : Bu Evy Observer : Zainuddin
I. Perencanaan Program Bahasa Inggris :
1. Apakah guru membuat perencaaan program bahasa inggris?
a. Ya b. Tidak
2. Tujuan pembelajaran apakah yang sedang dilaksanakan?
a. Tujuan umum b. Tujuan khusus
3. Kapan program perencanaan di buat?
a. Awal semester b. Tengah semester
4. Apakah guru membuat program perencanaan cadangan?
a. Ya b. Tidak
5. Bagaimana guru mengatur alokasi waktu dengan baik ?
a. Pembukaan 15 menit
b. Inti 35 menit
c. Penutup 10 menit
6. Apakah guru membuat pengorganisasian siswa agar aktif dalam kegiatan
pembelajaran?
a. Ya b. Tidak
II. Pelaksanaan Program Bahasa Inggris :
1. Apakah guru menyiapkan kondisi pembelajaran?
a. Ya b. Tidak
2. Apakah guru melaksanakan kegiatan pembelajaran yang sesuai dengan
tujuan, siswa, materi dan lingkugan?
a. Ya b. Tidak
3. Apakah guru melaksanakan kegiatan pembelajaran dalam urutan yang logis?
a. Ya b. Tidak
4. Apakah guru meyelenggarakan kegiatan dengan mempertimbangkan
efektifitas waktu?
a. Ya b. Tidak
5. Apakah guru membuka pelajaran dengan tepat?
a. Ya b. Tidak
6. Apakah gruu menutup pelajaran dengan tepat?
a. Ya b. Tidak
III. Keterampilan Dasar Mengajar :
1. Apakah guru menggunakan keterampilan bertanya dasar dalam kegiatan
pembelajaran?
a. Ya b. Tidak
2. Apakah guru memberikan penguatan dalam kegiatan pembelajaran?
a. Ya b. Tidak
3. Bentuk penguatan yang dilakukan guru?
a. Penguatan verbal
b. Penguatan isyarat
c. Penguatan dengan sentuhan
d. Penguatan dengaan berupa hadiah
4. Variasi yang digunakan dalam proses pembelajaran?
a. Variasi gaya mengajar
b. Variasi alat peraga
c. Variasi dalam interaksi
5. Apakah guru menyampaikan dengan jelas dan sistematis?
a. Ya b. Tidak
6. Apakah guru menyampaikan dengan jelas dan nyaring?
a. Ya b. Tidak
7. Apakah guru menguasai bahan pelajaran yang akan disampaikan?
a. Ya b. Tidak
8. Apakah guru mempunyai keterampilan dalam membuka dan menutup
pelajaran?
a. Ya b. Tidak
9. Apakah guru lakukan apabila siswa tidak memahami bahasa pengantar?
a. Menggunakan bahasa tubuh
b. Memberikan contoh konkrit
c. Tidak ada
10. Apakah yang guru lakukan apabila ada siswa yang mengganggu dalam
pelajaran?
a. Menegur
b. Menghukum
c. Tidak ada
IV. Metode :
1. Metode yang diguanakan dalam kegiatan pembelajaran?
a. Tanya jawab
b. Bernyayi
c. Games
d. Pemberian tugas
e. Praktek langsung
2. Apakah guru menggunakan kegiatan game dalam pembelajaran?
a. Ya b. Tidak c. Kadang-kadang
3. Apakah guru mendemontrasikan kegiatan pembelajaran dengan metode yang
tepat?
a. Ya b. Tidak c. Kadang-kadang
V. Alat Peraga dan Sumber Belajar :
1. Apakah guru menggunakan alat peraga dan sumber belejar dalam
menyampaikan materi pembelajaran?
a. Sering b. Jarang
2. Media yang digunakan guru dalam proses pembelajaran?
a. Lembar kerja b. Media info
3. Penggunaan media alat bantu?
a. Sering b. Jarang
4. Apakh guru sering menggunakan media yang sesuai dengan tujuan siswa
materi dan lingkungan?
a. Sering b. Jarang
VI. Evaluasi :
1. Apakah guru membuat alat evaluasi dalam pembelajaran?
a. Sering b. Jarang
2. Apakah guru membuat alat evaluasi proses dan hasil?
a. Sering b. Jarang
3. Alat evaluasi yang digunakan?
a. Tes lisan b. Tes lisan dan tertulis
APPENDIX 11
Kisi-Kisi Pedoman Wawancara
Objek Wawancara Topik Wawancara
1. Kepala Sekolah - Latar Belakang Pendirian MA Ar-
Rasyidiyyah Koja Jakarta
- Tempat Tanggal Pendirian MA Ar-
Rasyidiyyah Koja Jakarta
- Pihak yang Mendirikan MA Ar-Rasyidiyyah
Koja Jakarta
- Struktur Kepengurusan MA Ar-Rasyidiyyah
Koja Jakarta
- Visi dan Misi dan Tujuan Pendidikan
2. Guru Bahasa Inggris - Program Perencanaan
- Tujuan Program Perencanaan
- Materi Program Bahasa Inggris
- Proses Kegiatan Bahasa Inggris
- Metode Program Bahasa Inggris
- Media Program Bahasa Inggris
- Evaluasi Program Bahasa Inggris
APPENDIX 12
Pedoman Wawancara Dengan Kepala Sekolah
Hari/Tanggal : Sumber Informasi :
Wawancara Ke : Pewawancara :
I. Latar Belakang Sejarah MA Ar-Rasyidiyyah Koja Jakarta :
1. Apa yang Melatar Belakangi berdirinya MA Ar-Rasyidiyyah Koja
Jakarta?
2. Kapan dan Dimana MA Ar-Rasyidiyyah Koja Jakarta di Dirikan?
3. Siapa Nama Pendiri MA Ar-Rasyidiyyah Koja Jakarta?
4. Apakah Tujuan Pendirian MA Ar-Rasyidiyyah Koja Jakarta?
5. Apakah Visi dan Misi MA Ar-Rasyidiyyah Koja Jakarta?
6. Kurikulum Apakah yang Digunakan di MA Ar-Rasyidiyyah Koja Jakarta?
7. Berapa Jumlah Siswa di MA Ar-Rasyidiyyah Koja Jakarta?
8. Berapa Jumlah Guru di MA Ar-Rasyidiyyah Koja Jakarta?
II. Program Kegiatan (Kurikulum) di MA Ar-Rasyidiyyah Koja Jakarta :
1. Tujuan Pendidikan di MA Ar-Rasyidiyyah Koja Jakarta?
2. Kurikulum yang Digunakan?
3. Sebutkan Program-Program Penjabaran Kurikulum di MA Ar-Rasyidiyyah
Koja Jakarta?
4. Berapa Jumlah Kelas MA Ar-Rasyidiyyah Koja Jakarta?
III. Perencanaan Program Bahasa Inggris :
1. Apakah Guru Membuat Program Perencanaan Bahasa Inggris?
2. Apakah Guru Membuat Sendiri Program Perencanaan?
3. Apakah Guru Menentukan Cara Pengorganisasian Siswa Agar Dapat
Berpartisipasi Aktif Dalam Kegiatan Pembelajaran?
IV. Program Kegiatan Pengembangan Bahasa Inggris :
1. Apakah Materi yang Ada di MA Ar-Rasyidiyyah Koja Jakarta?
2. Berapa Lama Kegiatan Berlangsung?
3. Bahasa Pengantar Apa yang Digunakan?
4. Apa Saja Sarana dan Prasarana di MA Ar-Rasyidiyyah Koja Jakarta?
5. Kemampuan Apa Saja yang Dikembangkan Dalam Bahasa Inggris?
6. Apakah Guru Melakaukan Variasi Dalam Dalam Mengajar?
7. Apakah yang Dilakukan Guru Apabila Ada Siswa yang Tidak Memahami
Bahasa Pengantar?
APPENDIX 13
Hasil Wawancara Dengan Kepala Sekolah
Hari/Tanggal : Rabu, 04 September 2013
Wawancara Ke : Drs. H.A Mahfudz Abduh, M.Si
Pewawancara : Zainuddin
Pertanyaan Jawaban
I. Latar Belakang Sejarah MA Ar-Rasyidiyyah Koja Jakarta :
1. Apa yang Melatar Belakangi
MA Ar-Rasyidiyyah Koja
Jakarta?
MA Ar-Rasyidiyyah merupakan Sekolah
sudah lama berdiri yaitu pada tahun
1981, akan tetapi karena konflik keluarga
sekolah ini pada tahun 1996 tutup dan
dibangkitkan kembali oleh Drs. H. A.
Mahfudz Abduh (saya sendiri) yang juga
sebagai Kepala madrasah saat ini pada
tahun 2006 dan tujuan utamanya adalah
sebagai sarana dakwah
2. Kapan dan Dimana MA Ar-
Rasyidiyyah di Dirikan?
MA Ar-Rasyidiyyah di dirikan kembali
pada tahun 2006 setelah bangkrut pada
tahun 1996. Letaknya di Jalan Muallim
Koja Jakarta Utara
3. Siapa Nama Pendiri MA Ar-
Rasyidiyyah Koja Jakarta?
Pendiri pertama kali pada tahun 1981
ialah Bapak kepala Sekolah. Drs. H.
Yusuf Hadi. Setelah bangkrut, sekolah
ini didirikan kembali oleh Drs. H.A
Mahfudz Abduh, M.Si yang sekaligus
sebagai kepala sekolah sampai saat ini.
4. Apakah Tujuan Pendirian MA
Ar-Rasyidiyyah Koja Jakarta?
Tujuan utama dari pendirian MA Ar-
Rasyidiyyah adalah sebagai sarana
dakwah dan mengajak kepada
masyarakat agar menyekolahkan anak-
anaknya sehingga menjadi manusia yang
berilmu dan berimtaq
5. Apakah Visi dan Misi MA Ar-
Rasyidiyyah Koja Jakarta?
Visi dan Misi yang utama adalah ingin
menciptakan Insan yang ber IMTAQ dan
dan ber IPTEK
6. Kurukulum Apakah yang
Digunakan di MA Ar-
Rasyidiyyah Koja Jakarta?
Kurikulum yang digunakan saat ini
adalah dari Departemen Agama dan
mengkombinasikan dengan kurikulum
local
7. Berapa Jumlah Siswa di MA Ar-
Rasyidiyyah Koja Jakarta?
Alhamdulillah sampai saat ini siswa
kami berjumlah 41 orang. Meskipun
tidak banyak, saya pribadi berharap dan
berdoa semoga Ilmu yang mereka
dapatkan bermanfaat
8. Berapa Jumlah Guru di MA Ar-
Rasyidiyyah Koja Jakarta?
Guru dan karyawan saat ini berjumlah 12
orang. Ada yang megang pelajaran lebih
dari satu
II. Program Kegiatan (Kurikulum) di MA Ar-Rasyidiyyah Koja Jakarta :
9. Tujuan Pendidikan di MA Ar-
Rasyidiyyah Koja Jakarta?
Tujuannya adalah untuk mendidik putra-
putri di sekitar masyarakat agar menjadi
manusia yang berakhlakul karimah dan
berwawasan global islam
10. Kurikulum yang Digunakan? Kurikulum Depag (KTSP) dan lokal
11. Sebutkan Program-Program Penjabaran program di MA Ar-
Penjabaran Kurikulum di MA
Ar-Rasyidiyyah Koja Jakarta?
Rasyidiyyah adalah di bagi kedalam
promes dan prota, jadi tiap semester ada
kegiatan2
12. Berapa Jumlah Kelas MA Ar-
Rasyidiyyah Koja Jakarta?
Ada tiga ruang rombel, yah seperti inilah
keadaan sekolah kami yang sangat
sederhana.
APPENDIX 14
Hasil Wawancara Dengan Guru
Hari/Tanggal : Rabu, 04 September 2013
Wawancara Ke : Evy Salmiastuti, S. Ag
Pewawancara : Zainuddin
Pertanyaan Jawaban
I. Perencanaan Program Bahasa Inggris :
1. Apakah Guru Membuat Program
Perencanaan Bahasa Inggris?
Ya, sering! Setiap awal semester
2. Apakah Guru Membuat Sendiri
Program Perencanaan?
Ya, Kami membuat sendiri
3. Apakah Guru Menentukan Cara
Pengorganisasian Siswa Agar
Dapat Berpartisipasi Aktif Dalam
Kegiatan Pembelajaran?
Ya, Kami sering melakukannya, yaitu
dengan mengelompokkan peserta
didik yang nilainya bagus agar
membimbing temannya
II. Program Kegiatan Pengembangan Bahasa Inggris :
4. Apakah Materi yang Ada di MA
Ar-Rasyidiyyah Koja Jakarta?
Pengembangan empat komponen yaitu
Listening, speaking, reading, dan
writing. Masing2 dikembangkan
sesuai dengan tujuan dan keahliannya
5. Berapa Lama Kegiatan
Berlangsung?
Biasanya selama mata pelajaran
berlangsung atau menambah kegiatan
di laboratorium bahasa. Hampir 6
bulan yaitu satu semester
6. Bahasa Pengantar Apa yang
Digunakan?
Bahasa Inggris, akan tetapi sering
diterjemahkan ke dalam bahasa
Indonesia
7. Apa Saja Sarana dan Prasarana di
MA Ar-Rasyidiyyah Koja Jakarta?
Sarana dan prasarana yang kami miliki
ada laboratorium computer, lab.
Bahasa, ruang kelas yang kurang
memadai, dan tempat ibadah.
8. Kemampuan Apa Saja yang
Dikembangkan Dalam Bahasa
Inggris?
Guru mengembangkan empat
komponen agar berkaitan satu sama
lain, yaitu : Listening, speaking,
reading, dan writing.
9. Apakah Guru Melakaukan Variasi
Dalam Dalam Mengajar?
Ya, guru menggunakan berbagai
media yang sesuai dengan materi.
10. Apakah yang Dilakukan Guru
Apabila Ada Siswa yang Tidak
Memahami Bahasa Pengantar?
Guru mengaitkan dengan keadaan
sekitar.
APPENDIX 15
KALENDER PENDIDIKAN
APPENDIX 16
Alokasi Waktu Dan Tugas Mengajar
No Nama Guru Jabatan Tugas Mengajar
1. Drs. H. A Mahfudz Abduh Kepala Madrasah
Qawaidh
Bahasa Arab
Tahfidz
2. Evy Salmiastuti, S. Ag
Fiqh
Bahasa Inggris
Muhadloroh
3. Drs. H. A Naqo'i Abduh Guru Qur'an Hadits
4. Desirda Sutarto, S. Pd. I
Guru Aqidah Akhlak
PKN
Sosiologi
5. Mahmudah, S. Pd Guru Bahasa Indonesia
6. Muttaqin, S. Sc
Guru Matematika
Penjasorkes
7. Drs. Heru Fadillah
Guru Sejarah Nasional
dan Umum
Sosiologi
8. Anik Retnowati, S. Pd
Guru Geografi
Sejarah
Kebudayaan Islam
9. Titik Uswah, S. P Guru Fisika
Biologi
Kimia
10. Yoni Mashani, S. Pd Guru Ekonomi
11. Fadlullah Al Haqqy
Guru Bahasa Arab
Qur'an Hadits
Qawaidh
Muhadasah
TIK
12. Siti Marwia Guru Seni Budaya
APPENDIX 17
Rekapitulasi Siswa
Kelas L P
X 6 12
XI 3 9
XII 6 5
Jumlah Total 15 26
APPENDIX 18
Daftar Nama Siswa Kelas X
No Nama L/P Kelas
1 Afifudin L X
2 Amiroh Husnaini P X
3 Arizal Duhori L X
4 Cahya L X
5 Eka Setiawan Wijaya P X
6 Fatur Rahman A L X
7 Khoirunnisak P X
8 Larastika P X
9 Muhammad Iqbal L X
10 Nadia Luthfi P X
11 Natasia Silvia Putri P X
12 Nur Alin Karudu L X
13 Nur Indah Rahmawati P X
14 Salbiyaturrohmah P X
15 Tika Herniawati P X
16 Ulfa Syarifah P X
17 Varah Ardilla P X
18 Yuliana P X
SURAT PERMOHONAN IJIN PENELITIAN
SURAT KETERANGAN KEPALA SEKOLAH
SURAT KETERANGAN
No..........................
Yang bertanda tangan di bawah ini :
Nama : Drs.H.A. Mahfudz Abduh, M.Si
Jabatan : Kepala Madrasah Aliyah Ar-Rasyidiyyah
Menerangkan dengan sebenarnya bahwa :
Nama : Zainuddin
NPM : 20098100926
Semester : VIII (Delapan)
Program Studi : Pendidikan Bahasa Inggris
Jurusan : Bahasa Inggris
Perguruan Tinggi : STKIP Kusuma Negara
Bahwa nama tersebut di atas telah melaksanakan penelitian di MA Ar-Rasyidiyyah
Koja Jakarta dengan judul skripsi :
”TEACHING WRITING SKILL THROUGH BLOGGING AT TENTH GRADE OF
MA AR-RASYIDIYYAH KOJA JAKARTA”
Demikian surat keterangan ini kami buat agar dapat digunakan sebagaimana
mestinya.
Jakarta, 02 September 2013
Kepala Madrasah,
Drs.H.A. Mahfudz Abduh, M.Si
AUTOBIOGRAPHY
Zainuddin, he was born on Probolinggo East Java
Indonesia, 14th
June 1989 from the couple our beloved
parents Hasanuddin and Siti Khodijah. He is unmarried
and my address Gunung Malang RT/RW 007/003
Gunggungan Kidul Pakuniran Probolinggo East Java.
He finished my Elementary School of SDN
Gunggungan Kidul 02 in 2002. He graduated from
Islamic Junior High School of MTs. Sunan Ampel Pakuniran in 2005. I continued my
study at Islamic Senior High School of MA. Zainul Hasan 04 Pakuniran and finished
in 2008. After that I go to Jakarta to continue my study and worked at the Wildan
Cell 3.
After that he entered my Study at English Departement School of Teachers
Training And Education (STKIP) Kusuma Negara Jakarta at 2009.
And he have finishing my study at STKIP Kusuma Negara Jakarta at 2013. He
thanks to Allah SWT that I finish this thesis to fulfill the strata one (S1) degree. He
hopes this thesis can give some advantages for my junior class.
