A BLOG-BASED WRITING MEDIUM: ITS EFFECTIVENESS TO

TEACH WRITING VIEWED FROM THE STUDENTS’

MOTIVATION (An Experimental Research at SMA Negeri 3 Bantul, Yogyakarta

in the Academic Year of 2015/2016)

A THESIS

By

DEFI TRISNASARI

S891408008

Submitted as a Partial Fulfillment of the Requirements for

the Graduate Degree of English Education

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY 2016

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “A BLOG-BASED

WRITING MEDIUM: ITS EFFECTIVENESS TO TEACH WRITING VIEWED FROM

THE STUDENTS’ MOTIVATION (An Experimental Research at SMA Negeri 3

Bantul, Yogyakarta in the Academic Year of 2015/2016)”. It is not a product of

plagiarism or made by others. Anything related to others’ work is written in

quotation, the source of which is listed on the references.

If then this pronouncement proves false, I am ready to accept any academic

punishment, including the whitdrawal or cancelation of my academic degree.

Surakarta, January 2016

Defi Trisnasari

S891408008

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ABSTRACT

Defi Trisnasari. S891408008. 2016. A Blog-Based Writing Medium: Its

Effectiveness to Teach Writing Viewed from the Students’ Motivation (An

Experimental Research at the Tenth Grade Students of SMA Negeri 2 Bantul,

Yogyakarta in the Academic Year of 2015/2016”. A Thesis. First Consultant: Dra.

Diah Kristina, M.A, Ph.D; Second Consultant: Dr. Sumardi, M.Hum., English

Education Department, Graduate School, Sebelas Maret University.

This study aims to verify whether: (1) A blog-based writing medium is more

effective than a diary to teach writing on recount text; (2) The students with high

motivation have better writing skill than those having low motivation; and (3) There

is an interaction between teaching media and students’ motivation in teaching

writing.

This quasi-experimental study was conducted to the tenth grade students of SMA

Negeri 2 Bantul, Yogyakarta in the academic year of 2015/2016. There were seven

classes which consist of 184 students. To get the sample, the cluster random sampling

was implemented. The sample was two classes labeled as the experimental class

which was taught using a blog-based writing medium and the control class which was

taught using a diary. Each class was initially divided into two groups according to the

level of motivation: high and low groups. The groups were categorized by analyzing

the result of the motivation questionnaire. To collect the data, a writing test was

administered. The data were analyzed by using Multifactor Analysis of Variance

(ANOVA) 2x2 and Tukey test. Before conducting the ANOVA test, normality and

homogeneity tests were administered as the prerequisite test.

The findings of the research show that: (1) a blog-based writing medium is more

effective than a diary to teach writing on recount text (2) The students with high

motivation have better writing skill than those having low motivation; and (3) There

is an interaction between teaching media and students’ motivation in teaching

writing.

The research findings imply that a blog-based writing medium is considered as

the more effective medium compared to a diary. The students with high motivation in

learning are more suitable to apply the blog-based writing medium and those who

have low motivation are recommended to apply a diary.

Keywords: a blog-based writing medium, a diary, motivation, quasi-experimental,

writing skills

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MOTTO

“And whosoever strives, s/he strives only for her/ himself. Verily,

Allah is independent of the world.” (Al-‘Ankabut (29:6))

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DEDICATIONS

From the very bottom of my heart to the fullest love, this thesis is dedicated to:

My beloved parents Wido Karsono and Sukarni,

My second beloved parents: Sudardiyono and Sri Sumaryani,

My fiance: Rizal Jalun Pamungkas,

My beloved brothers, sisters, nieces, and

My Alma mater Sebelas Maret University

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil ‘alamin, praise be to Allah SWT, the Lord of the

universe, for the blessing, strengths and health so the writer could finish her study.

Invocation and peace go to Muhammad SAW, the Prophet.

This thesis cannot be finished without the guidance and support from other

people. Therefore, the writer would like to express her deepest gratitude to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University,

Prof. Dr. Joko Nurkamto, M.Pd for the permission to write the thesis.

2. The Head of English Education Department of Graduate Program, Dr. Ngadiso,

M.Pd for providing the facilities to complete the thesis writing.

3. Dra. Diah Kristina, M.A, Ph.D, the first consultant and Dr. Sumardi, M.Hum, the

second consultant for their guidance, advice, and patience during the writing

process of this thesis.

4. The Principal of SMA Negeri 2 Bantul, Yogyakarta, Drs. Endah Hardjanto, M.Pd.

for the permission to conduct the research.

5. The English teachers of SMA Negeri 2 Bantul, Yogyakarta, S. Rachmawati, S.Pd.

for her help, guidance, and cooperation during the research.

6. The students of Class X.3 and X,4 of SMA Negeri 2 Bantul, Yogyakarta in the

academic year of 2015/2016 for their cooperativeness during the research.

7. All friends and everyone who have helped the researcher in accomplishing this

thesis.

There is nothing perfect in this world and this thesis is not an exception.

Therefore, all constructive suggestions and criticism are cordially welcome for its

betterment. Finally, the writer hopes that this thesis can be beneficial for others.

Surakarta, Januari 2016

Defi Trisnasari

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TABLE OF CONTENTS

TITLE.................................................................................................................... i

APPROVAL .......................................................................................................... ii

LEGITIMATION.................................................................................................. iii

PRONOUNCEMENT ........................................................................................... iv

ABSTRACT .......................................................................................................... v

MOTTO................................................................................................................. vi

DEDICATIONS .................................................................................................... vii

ACKNOWLEDGEMENTS .................................................................................. viii

TABLE OF CONTENTS ...................................................................................... ix

LIST OF TABLES ................................................................................................ xi

LIST OF FIGURES .............................................................................................. xii

LIST OF APPENDICES ............................................................................. xiii

CHAPTER I: INTRODUCTION

A. Background of the Study ................................................. 1

B. Identification of the Problems .......................................... 5

C. Limitation of the Problem ................................................ 5

D. Problem Statements ......................................................... 6

E. Objectives of the Research .............................................. 6

F. Significance of the Research ............................................ 7

CHAPTER II: LITERATURE REVIEW

A. Writing ............................................................................ 8

1. Definitions of Writing............................................... 8

2. Micro and Macro skills of Writing ............................ 9

3. Aspects of Writing .................................................... 11

4. Writing Assessment .................................................. 14

5. The Process of Writing ............................................. 18

B. A Blog-Based Writing Medium ....................................... 22

1. Definitions of Blogs.................................................. 22

2. Characteristics of a Blog ........................................... 23

3. Advantages of a Blog ............................................... 25

4. Disadvantages of a Blog ........................................... 26

5. Stages of Teaching Writing Using a Blog ................. 26

6. Examples of the Representation of a Blog ................. 28

C. A Diary ........................................................................... 29

1. Definitions of a Diary ............................................... 30

2. Advantages of a Diary .............................................. 29

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3. Disadvantages of a Diary .......................................... 32

4. Stages of Teaching Writing Using a Diary ................ 32

5. Examples of a Diary ................................................. 34

D. Motivation ....................................................................... 35

1. Definitions of Motivation in Learning ....................... 35

2. Types of Learning Motivation .................................. 36

3. Aspects of Motivation............................................... 38

E. Teaching Writing Using a Blog-Based Writing Medium

Compared to a Diary ...................................................... 42

F. Recount Texts ................................................................. 44

1. Definitions of Recount Texts .................................... 44

2. Types of Recount Texts ............................................ 45

3. The Structure of recount Texts .................................. 46

4. Language Features of Recount Texts ........................ 47

G. Review of Related Studies ............................................... 48

H. Rationale ......................................................................... 50

1. The difference between a blog-based writing medium

and a diary ................................................................ 50

2. The difference between the students having high

Motivation and the students having low motivation .. 52

3. The interaction between teaching media and

motivation ................................................................ 53

I. Hypotheses ...................................................................... 54

CHAPTER III: RESEARCH METHOD

A. Place and Time of the Research ....................................... 56

B. Research Method ............................................................. 56

C. Population, Sample, and Sampling .................................. 58

1. Population ................................................................ 58

2. Sample ..................................................................... 58

3. Sampling .................................................................. 59

D. Data Collecting Instruments ............................................ 59

1. Writing Test ............................................................. 59

2. Questionnaire ........................................................... 61

E. Data Analysis Techniques ............................................... 63

1. Descriptive Analysis ................................................. 63

2. Inferential Analysis .................................................. 65

3. Prerequisite Test ....................................................... 66

4. Hypotheses Test ....................................................... 68

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Implementation of the Research ...................................... 73

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B. Data Description.............................................................. 74

C. Inferential Statistics ......................................................... 83

1. Normality ................................................................... 83

2. Homogeneity .............................................................. 83

3. ANOVA ..................................................................... 84

4. Tukey Test .................................................................. 86

D. Discussion of the Research Findings................................ 88

CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ...................................................................... 96

B. Implication ...................................................................... 97

C. Suggestion ....................................................................... 99

BIBLIOGRAPHY ....................................................................................... 101

APPENDICES ............................................................................................. 106

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LIST OF TABLES

Table 2.1 The Writing Scoring Rubric Adapted by Brown and Bailey (1984) 16

Table 2.2 The Correlation of Types of Motivation......................................... 38

Table 2.3 Teaching Writing Using a Blog-Based Writing Medium

Compared to a Diary .................................................................... 43

Table 3.1 Time Schedule of the Research ...................................................... 56

Table 3.2 Research Design ............................................................................ 58

Table 3.3 Readability of Writing Test ........................................................... 61

Table 3.4 The Score of the Motivation Questionnaire .................................... 62

Table 3.5The Design of ANOVA 2x2 ........................................................... 65

Table 3.5The Table of ANOVA 2x2 ............................................................. 70

Table 4.1 Frequency Distribution of A1 ......................................................... 75

Table 4.2 Frequency Distribution of A2 ......................................................... 76

Table 4.3 Frequency Distribution of B1 ......................................................... 77

Table 4.4 Frequency Distribution of B2 ......................................................... 78

Table 4.5 Frequency Distribution of A1 B1 ................................................... 79

Table 4.6 Frequency Distribution of A1 B2 .................................................... 80

Table 4.7 Frequency Distribution of A2 B1 .................................................... 81

Table 4.8 Frequency Distribution of A2 B2 .................................................... 82

Table 4.9 Summary of Normality Test .......................................................... 83

Table 4.10 Summary of Homogeneity Test ................................................... 84

Table 4.11 Summary of ANOVA Test .......................................................... 84

Table 4.10 The Result of Mean Scores .......................................................... 85

Table 4.10 Summary of Tukey Test .............................................................. 87

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LIST OF FIGURES

Figure 2.1 The Representation of the Process Wheel .................................... 20

Figure 4.1 Histogram and Polygon of Data A1............................................... 75

Figure 4.2 Histogram and Polygon of Data A2............................................... 76

Figure 4.3 Histogram and Polygon of Data B1 ............................................... 77

Figure 4.4 Histogram and Polygon of Data B2 ............................................... 78

Figure 4.5 Histogram and Polygon of Data A1 B1 .......................................... 79

Figure 4.6 Histogram and Polygon of Data A1 B2 .......................................... 80

Figure 4.7 Histogram and Polygon of Data A2 B1 .......................................... 81

Figure 4.8 Histogram and Polygon of Data A2 B2 .......................................... 82

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LIST OF APPENDICES

Appendix 1: Lesson Plans for Experimental Class......................................... 107

Appendix 2: Lesson Plans for Control Class.................................................. 157

Appendix 3a. Blue Print of Questionnaire for the Students’ Motivation ........ 202

b. Instrument of Motivation Questionnaire ................................. 203

c. Instrument of Motivation Questionnaire Readability Test ....... 207

d. The Result of Motivation Questionnaire Readability .............. 208

e. The Result of Validity of Motivation ...................................... 209

f. The Result of Validity of Motivation (Valid among Valid)...... 215

g. Summary of Validity Analysis of Motivation Questionnaire ... 219

h. The Result of Reliability of Motivation .................................. 221

i. Blue Print of Motivation Questionnaire of Valid Items ........... 223

j. Instrument of Motivation Questionnaire of Valid Items .......... 224

k. The Result of the Students’ Motivation (Experimental) ......... 228

l. The Result of the Students’ Motivation (Control) .................... 229

Appendix 4a. The Blue Print of Writing Test ................................................ 230

b. Instrument of Writing Test ..................................................... 231

c. Instrument of Writing Test Readability ................................... 231

d. The Result of Writing Test Readability .................................. 232

e. The Writing Scoring Rubric .................................................... 233

f. The Students’ Writing Scores (Experimental) ........................ 235

g. The Students’ Writing Scores (Control) ................................. 236

h. The Example of Student’s Writing Score (Experimental)........ 237

i. The Example of Student’s Writing Score (Control) ................. 239

Appendix 5: Descriptive Statistics................................................................. 240

Appendix 6: Normality Tess ......................................................................... 251

Appendix 7: Homogeneity Test ..................................................................... 262

Appendix 8: ANOVA Test ............................................................................ 264

Appendix 9: Tukey Test ................................................................................ 267