teaching writing procedure text through kompasiana …

TEACHING WRITING PROCEDURE TEXT

THROUGH KOMPASIANA BLOG

(A Quasi Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in

Academic Year 2015/2016)

A THESIS

Submintted to the Faculty of Teachers Training and Education Makassar Muhammadiyah

University in Partial Fulfillment of Requirements the Degree of Sarjana Pendidikan in

English Department

ILMADDIN

10535 3908 09

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2015

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

LEMBAR PENGESAHAN

Skripsi atas nama ILMADDIN, NIM : 10535 3908 09 diterima dan

disahkan oleh panitia ujian skripsi berdasarkan Surat Keputusan Rektor

Universitas Muhammadiyah Makassar Nomor: … Tahun 1436 H/2015 M, sebagai

salah satu persyaratan guna memperoleh gelar Sarjana Pendidikan pada Jurusan

Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan pada hari

Sabtu tanggal 26 Muharram 1435 H/16 September 2015 M.

Makassar,

PANITIA UJIAN:

1. Pengawas Umum : Dr. H. Irwan Akib, M.Pd. (…………..….)

2. Ketua : Dr. A. Sukri Syamsuri, M.Hum. (…………..….)

3. Sekretaris : Khaeruddin, S.Pd., M.Pd. (…………..….)

4. Penguji : 1. …………………………… (…………..….)

2. …………………………… (…………..….)

3. …………………………… (…………..….)

4. …………………………… (…………..….)

Disahkan Oleh

Dekan Fakultas Keguruan dan Ilmu Pendidikan

Universitas Muhammadiyah Makassar

Dr. A. Sukri Syamsuri, M.Hum.

NBM: 858 625

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SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Ilmaddin

NIM : 10535 3908 09

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Teaching Writing Procedure Text through

Kompasiana Blog (A Quasi Experimental Research

on the Eleventh Grade of SMK Negeri 3 Makassar in


Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau

dibuatkan oleh siapapun

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, September 2015

Yang Membuat Pernyataan

Ilmaddin

10535 3908 09

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SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Ilmaddin

NIM : 10535 3908 09

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Teaching Writing Procedure Text through

Kompasiana Blog (A Quasi Experimental Research

on the Eleventh Grade of SMK Negeri 3 Makassar in


Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya akan

menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 maka

saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.


Yang Membuat Pernyataan

Ilmaddin

10535 3908 09

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Motto

“Cintailah apa yang anda geluti. Dengan

begitu, pekerjaan berat akan terasa ringan.

Pekerjaan yang bertumpuk akan

terselesaikan jua”

“I dedicated my thesis to someone who

looking for knowledge”

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ACKNOWLEDGEMENT

In the name of Allah, Most Gracious, Most Merciful

Alhamdullilah robbil ‘alamin, the researcher is grateful for all the bounties

that Allah SWT has showered on one which enabled him to complete this thesis.

Shalawat and salam are addressed to the final chosen religious messenger, the

Prophet Muhammad SAW who has changed the human life.

The researcher realizes that many hands have given their helps and useful

suggestion for the completion of this thesis. Without the assistance of these

people, this thesis would never have existed. Therefore, the researcher would like

to express his appreciation and sincere thanks to all of them particularly:

1. Dr. Irwan Akib, M.Pd, the rector of the Muhammadiyah University of

Makassar

2. Dr. A. Syukri Syamsuri, M. Hum, the dean of teacher training and

education faculty.

3. Erwin Akib, S.Pd, M.Pd, the head of English Education Department of

FKIP Muhammadiyah University of Makassar.

4. High appreciation and great thankfulness are due to consultant Dr.

Syamsiarna Nappu, M.Pd and Erwin Akib, S.Pd, M.Pd. who have given

their valuable time and guidance to finish this thesis.

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5. Heartful thank to all lecturers of the FKIP Unismuh especially to the

lecturers of English Department and all staffs of Muhammadiyah

University of Makassar for their guidance during the years of the

researcher study.

6. My deep appreciation for the headmaster of SMK Negeri 3 Makassar,

Drs. Daru Pranoto, English teacher of SMK Negeri 3 Makassar (Dra.

Rosmiati and Salmawati Z, S.Pd) and all the students, especially for TKJ 1

and TKJ 2 class in academic year 2015/2016 who have spared their time

and activities for being subject of this research.

7. The researcher would like to express his deepest and affectionate thank to

his parents, Drs. La Kandari and Kamriah, his beloved younger sisters

Nurnaningsih and Astuti and his beloved brothers Midar Ahmad and Didin

Hidayat for their prayers, unfailing love, sacrifice and continual

understanding. Love them as always.

8. Thanks to Sugeng Alfarabi, S.Pd, who have given their time, guidelines,

and patient, especially during the researcher arranging this thesis.

9. Thanks to all his friends in C class of EDSA 09 and the big family of

EDSA.

Makassar, Februari 2016

The Researcher

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ABSTRACT

Ilmaddin. 2015. Teaching Writing Procedure Text Through Kompasiana Blog on

the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016 (A

Quasi Experimental Research), the Faculty of Teacher Training and Education,

Muhammadiyah University of Makassar, (guided by Syamsiarna Nappu and

Erwin Akib).

The objective of the research is to find out the effectiveness of

Kompasiana Blog in writing procedure text. This research used quasi

experimental method in pre-test and post-test design. The population of the

research was the eleventh grade students of SMK Negeri 3 Makassar. The

researcher applied random sampling technique. The number of sample was 26

students. The research variable were teaching writing procedure Kompasiana Blog

through Kompasiana Blog by as independent variable and writing procedure text

of the students as dependent variable. The result of the data analysis indicated that

there was significant improvement in the students writing procedure text after

being taught through Kompasiana Blog. It was proved by the result of the

statistical analysis of the level of significant 0.05 with degree of freedom (df= n-1,

26-1= 25). Indicated that the t-test value was -5.05 while table was 2.060 where -

5.05<2.060 adjectives. The improving writing procedure text ability of the

eleventh grade student of SMK Negeri 3 Makassar was effective after taught

through Kompasiana Blog. The researcher assumes Kompasiana Blog improving

the students’ writing procedure text ability. They were enthusiastic and interested

in their learning.

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LIST OF CONTENTS

Page

COVER PAGE ........................................................................................................... i

APPROVAL SHEET ................................................................................................. ii

CONSELLING SHEET ............................................................................................. iii

SURAT PERNYATAAN........................................................................................... iv

SURAT PERJANJIAN .............................................................................................. v

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

ABSTRACT ............................................................................................................... vii

ACKNOWLEDGEMENT ......................................................................................... viii

LIST OF CONTENTS ............................................................................................... x

LIST OF TABLES ..................................................................................................... xii

LIST OF GRAPHICS ................................................................................................ xiii

LIST OF APPENDICES ............................................................................................ xiv

CHAPTER I INTRODUCTION

A. Background .................................................................................................... 1

B. Problem Statements ........................................................................................ 2

C. Objective of the Study .................................................................................... 3

D. Significance of the Study ............................................................................... 3

E. Scope of the Study.......................................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Some Previous Research Findings ................................................................. 5

B. Some Pertinent Ideas ...................................................................................... 7

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C. The Conceptual Framework ........................................................................... 31

D. Hypothesis ..................................................................................................... 32

CHAPTER III RESEARCH METHOD

A. Research Design ............................................................................................. 33

B. The Variables and Indicators ......................................................................... 34

C. Research Subject ............................................................................................ 34

D. Research Instrument ....................................................................................... 35

E. Procedure of Data Collection ......................................................................... 35

F. Procedure of Data Analyze ............................................................................ 36

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings .......................................................................................................... 41

B. Discussion ...................................................................................................... 52

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion...................................................................................................... 61

B. Suggestion ...................................................................................................... 62

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

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LIST OF TABLES

Page

Table 4.1 The Frequency for Grammar in Experimental Group ............................... 41

Table 4.2 The Frequency for Grammar in Control Group ......................................... 42

Table 4.3 The Frequency for Vocabulary in Experimental Group ............................ 43

Table 4.4 The Frequency for Vocabulary in Control Group ..................................... 45

Table 4.5 The Frequency for Menchanics in Experimental Group ........................... 46

Table 4.6 The Frequency for Menchanics in Control Group ..................................... 48

Table 4.7 The Frequency for Fluency in Experimental Group .................................. 49

Table 4.8 The Frequency for Fluency in Control Group ........................................... 51

Table 4.9 The Frequency for Form in Experimental Group ...................................... 52

Table 4.10 The Frequency for Form in Control Group ............................................. 54

Table 4.11 Mean Score and Standard Deviation ....................................................... 55

Table 4.12 The T-test of Students’ Achievement ...................................................... 56

Table 4.13 The Raw Score of the Students’ in Experimental Group .......................... 67

Table 4.14 The Raw Score of the Students’ in Conrol Group .................................... 68

Table 4.15 The Raw Frequency and distribution score in Experimental Group ........ 69

Table 4.16 The Raw Frequency and distribution score in Control Group .................. 70

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LIST OF GRAPHIC

Page

Graphic 4.1 The Differences for Grammar in Experimental Group .......................... 42

Graphic 4.2 The Differences for Grammar in Control Group ................................... 42

Graphic 4.3 The Differences for Vocabulary in Experimental Group ....................... 45

Graphic 4.4 The Differences for Vocabulary in Control Group ................................ 46

Graphic 4.5 The Differences for Mechanics in Experimental Group ........................ 47

Graphic 4.6 The Differences for Mechanics in Control Group ................................. 49

Graphic 4.7 The Differences for Fluency in Experimental Group ............................ 50

Graphic 4.8 The Differences for Fluency in Control Group ...................................... 52

Graphic 4.9 The Differences for Form in Experimental Group ................................. 53

Graphic 4.10 The Differences for Form in Control Group ........................................ 55

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LIST OF APPENDICES

Page

Appendix 1 The Instruments of Pre Test .................................................................... 71

Appendix 2 The Instruments of Post Test .................................................................. 72

Appendix 3 The Mean Score for Experimental and Control Group .......................... 77

Appendix 4 Standard deviation of experimental class and control class .................... 78

Appendix 5 The Significance Different ...................................................................... 80

Appendix 6 The Distribution of t-Table ..................................................................... 82

Appendix 7 The Documentation of the Study ............................................................ 83

Appendix 8 Lesson Plan ............................................................................................. 91



Jalan Sultan Alauddin No.259

iii

CONSELLING SHEET

Name : ILMADDIN

Reg. Number : 10535 3908 09

Title : Teaching Writing Procedure Text through Kompasiana Blog (A Quasi Experimental Research on the Eleventh

Grade of SMK Negeri 3 Makassar in Academic Year

2015/2016)

Consultant I : Dr. Syamsiarna Nappu, M.Pd

Day/Date Chapter Note Sign

Makassar, 2015

Approved By.

Head of English Education Department

Erwin Akib, S.Pd, M.Pd.

NBM : 860 934



Jalan Sultan Alauddin No.259

iii

CONSELLING SHEET

Name : ILMADDIN

Reg. Number : 10535 3908 09

Title : Teaching Writing Procedure Text through Kompasiana

Blog (A Quasi Experimental Research on the Eleventh

Grade of SMK Negeri 3 Makassar in Academic Year

2015/2016)

Consultant I : Erwin Akib, S.Pd., M.Pd.

Day/Date Chapter Note Sign

Makassar, 2015

Approved By.

Head of English Education Department

Erwin Akib, S.Pd, M.Pd.

NBM : 860 934

1

CHAPTER I

INTRODUCTION

A. Background

Writing is one skill in communication. Writing is an activity stringing

letters, words, sentences, and paragraphs into a meaningful writing and relating to

one another. Writing is an activity to communicate ideas, thoughts, or opinions to

others. Writing has various purpose. Writing became a way to transfer knowledge

to the public. We write to explore our thoughts and emotion, to express ourselves,

to entertain, or persuade an audience of something.

Writing is defined by Byrne in Wahyuni (2011:1) as producing graphic

symbols in forms of letters or combination of letters which relate to the sound of

human being. Byrne adds that writing is clearly much more than the production of

graphic symbol. The symbol have to be arranged according to certain conventions

to form word and words have to be or even a number of unrelated sentences.

People produce a sequence of sentences arranged in particular order and linked

together in certain ways. The sequence may be short but because of the way the

sentences have been put in order and linked together, they form a coherent whole

a text.

As a teacher, teaching writing is not an easy job. In the classroom activity,

writing is not easy for students of Vocational High School (SMK). Sometimes the

students get difficult to write because they are fear to make mistakes. Byrne

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(1988: 4), states that, there are three problems which are caused difficulties in

writing, those are, psychological, linguistic, and cognitive.

Further, in curriculum of eleventh grade of vocational high school, one

kind writing is procedure text. Procedure text means the text that explains how to

do or make something. By writing text procedures, students are trained to think

and then put the ideas into a readable writing. On the other hand, text procedure

can add knowledge to understand the process of making something. Clouse

(2004:233) states that, procedure text are important because can add our

knowledge, satisfy our curiosity, and help us appreciate the complex or interesting

processes.

All this time, teaching procedure text implemented in conventional way.

After reading some benefits of using blog in learning writing, the researcher

thinks that it is interested to try. Therefore, researcher would like to implement

teaching writing procedure text through blog.

Based on the researcher‟s observation, the researcher chose SMK Negeri 3

Makassar to conduct the research. Researcher would like to take this school for

see the impact teaching writing by blog. The writer hope that this method can give

the better impact to teach writing in the classroom, especially for teaching

procedural text itself. The researcher took a title “Teaching Writing Procedure

Text Through Kompasiana Blog on the Eleventh Grade of SMK Negeri 3

Makassar”.

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B. Problem Statements

Relating to the background above, the researcher formulates research

questions as follows:

1. What is students‟ ability in writing procedure text before using

Kompasiana Blog?

2. What is students‟ ability in writing procedure text after using

Kompasiana Blog?

C. Objectives of the Study

Based on the research questions above, the objectives of the research are to

find out:

1. Students‟ ability in writing procedure text before using Kompasiana

Blog.

2. Students‟ ability in writing procedure text after using Kompasiana

Blog.

D. Significance of the Study

It is expected that this study has significant relation to English teaching

learning process. Practically, this study will show whether or not the use of

Kompasiana Blog improves students‟ skill in writing procedure text. Then,

theoretically, the interest in studying the technique of teaching writing using blog

has a feedback to both students and teachers in helping students to improve their

writing skill.

In conclusion, for the teacher, by reading the result of this study then can

find a new technique to improve their teaching skill in enhancing students‟ skill in

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writing procedure text. Then, for the students, by reading the result of this study,

they can improve their skill in writing procedure text.

E. Scope of the Study

Scope of the research is limited to the teaching of writing procedure text

through Kompasiana Blog at the eleventh grade of SMK Negeri 3 Makassar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Some Previous Research Findings

The researcher would like to present the review of the related literature

and some previous of the research relating to the title of this study describing the

concept of writing, definition of Kompasiana Blog, the concept of procedure text,

theoretical framework and hypothesis and what have been shown are as follows

as:

1. Boas (2011) in his journal, Process Writing and the Internet: Blogs

and Ning Networks in the Classroom, found that web-based social

networking tools offer excellent opportunities to conduct the pre-

writing, drafting, peer review, and revising steps of the writing

process. In addition to developing important writing and other skills in

English and learning to work collaboratively on projects, using the

Internet for English as a Second Language/English as a Foreign

Language (ESL/EFL) instruction also advances students‟ digital

literacy. When writing about topics that are relevant to their needs and

interests, students are respond enthusiastically and work

collaboratively to craft written work in the types of genres that will

benefit them in their academic pursuits and subsequent careers.

2. Arslan and Kizil (2010) in his journal: How Can the Use of Blog

Software Facilitate the Writing Process of English Language

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Learners? found that blog-integrated writing instruction might have

resulted in a greater improvement in students‟ writing performance

than merely in-class writing instruction. The study therefore support

the conclusion that English as a Foreign Language practitioners‟ use of

blog software has potential to promote more effective writing

instruction.

3. Zhang (2010) in his journal: The Application of Blog in English

Writing, found that blog is an effective tool for students to improve

English writing on the basis of the general observation of features and

its application in education. Then it further described the influences of

using blog for students in English writing. Zhang‟s journal also

discussed how to engage students‟ reflective learning in English

writing through the blog. There are also suggestions for the research on

blogging and its potential for its pedagogical application to education,

especially the teaching of English writing.

4. Hamim (2011) has done his research at SMA Negeri Sukamaju Luwu

Utara. He found that the visual material is effective and it can improve

writing skill of the student.

In the research above, the similarities are blog can be used in teaching of

English writing. The researcher assumed that teaching writing in blog is able to

improve writing skill of students. Besides that, there are differences about kinds of

the blog. Those are private blog and social blog. In this thesis, the researcher

would like to write social blog.

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B. Some Pertinent Ideas

1. The Concept of Writing

a) Definition of Writing

There are many resources that have pointed out some definition about

writing. Based on the Oxford Dictionary, writing is activity or occupation of

composing text for publication. Concisely, writing ability is the skill to express

ideas, thoughts, and feelings to other people in written symbols to make other

people or readers understand the ideas conveyed. There are understanding of

writing from the experts:

(1) Gebhard (1996:222) argue that writing is process of creating an idea

and express the meaning in written-form.

(2) According to Oshima and Hogue (1997:2) states writing is developing

of the activity. It means that when we want to write down for the first

time, we should know about what will we want to write.

(3) Byrne (1980:14) states that writing is the act of forming. Graphic

symbols, that is letter or combination of letter in which relate, to the

sounds when the writers make in speaking in their sense, the symbols

have to be arranged according to certain contention to form word and

words have to be arranged to form sentence.

(4) Richard, (1997:98) states that writing is a way of expressing thought

from mind to printing materials. We can state that writing is a kind of

activity where writer puts all the ideas in her mind to a paper from

words to sentences, sentences to paragraph to essay.

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(5) According to Harmer (2006:79-80), writing is a basic language skill,

as important as speaking, listening and reading. Students need to

knowhow to write letters, how to put written reports together, how to

replyadvertisement and increasinglyhow to write using electronic

media. Inbrief, the most recording of ours is in writing form.

Based on the definitions above, the researcher can conclude that writing is

a way that used to express our idea or opinion into written form so it can become

utterance.

b) The Importance of Writing

There are a lot of reasons why writing is important. Some of them stated

by Heaton in Muhaera (2012) below:

(1) Writing is a tool for discover, we stimulate our tough process by the

act writing into information and image we have our unconscious

mind.

(2) Writing generates new ideas by helping us to make connection and

relationship.

(3) Writing helps us to organize our ideas. We can arrange them in

coherent form.

Besides that, according to Byrne (1988:6), writing serves a variety of

pedagogical purposes, those are:

(a) The introduction and practice of some form of writing enables us to

provide for different learning styles and needs.

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(b) Written work serves to provide the learners with some tangible

evidence that they are making progress in the language.

(c) Exposuring to the foreign language through more than medium,

especially if skills are properly integrated, appears to be more

effective than relying on a single medium alone.

(d) Writing provides variety in classroom activities, serving as a break

from oral work.

(e) Writing is often needed for formal and informal testing.

c) The Characteristic of Good Writing

Teaching of writing is directed to have a good result of writing. There are

some characteristics of the good writing which stated by Adelstein and Prival in

Susanti (2010) as follow as:

(1) Good writing reflects the writers‟ ability to use the appropriate voice.

Even though all good writing convey the sounds of someone talking

else, the voice heard though the writing must also suit purpose and

audience of the occasion.

(2) Good writing reflects the writers to organize the material into coherent

whole so that in moves logically from a central, dominant idea to the

supporting points and finally to a consistent ending conveying to the

reader sense of a well thought out plan.

(3) Good writing reflects the writers‟ ability to writer clearly and

ambiguously to use sentence structure, language, for example so that

one possible meaning is the writers‟ intended one.

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(4) Good writing reflects the writers‟ ability to write the reader interesting

in the subject and to demonstrate a thought and sound understanding

of it.

(5) Good writing reflects the writers‟ ability to citizen the first draft and

receive it.

d) The Process of Writing

According to Langan (2005:23), the process of writing divided into several

steps, those are:

(1) Pre writing

Buscemi (2005:24), prewriting is the stage in which you gather

information (details) about your subject. It can take three forms:

(a) Recording what writer already know through observation, reading,

or experience.

(b) Interviewing people knowledgeable about writers subject.

(c) Researching writers subject in books, magazines, newspapers,

journals, pamphlets, films, and electronic media such as CD-ROMs

and the internet.

Pre writing divided into several steps, those are:

(a) Free Writing

Buscemi (2000:9) defines free writing is the process of writing nonstop for

five or ten minutes by recording facts and ideas just as they pop into writers mind.

Free writing means jotting in rough sentences or phrases everything that

comes to mind about possible topic. See if writer can write nonstop for ten

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minutes of more. Do not worry about spelling of punctuating correctly, about

erasing mistakes, about organizing material, or about finding exact words. Instead,

explore an idea by putting down whatever pops into your head. If writer get stuck

for words, repeat until more words come. There is no need to feel inhibited, since

mistakes do not count and you do not have to hand in your free writing.

Elbow and Belanoff (2000:6), free writing means writing privately and

writing without stopping. Just write whatever words come to writer mind or

whatever writer want to explore at that moment. Do not worry about whether

writers writing is any good or even whether it makes sense. Do not worry about

spelling or grammar. If writer can not think of the word writer want, just put in a s

squiggle. Keep on writing and see what comes.

According to Elbow and Belanoff (2000:15) free writing be helpful in

writing because:

(1) Writing is usually judged or even graded, but free writing is not.

(2) Writing usually means thinking about spelling and grammar, but in

free writing you can put all that out of mind.

(3) Writing supposed to make sense, but free writing can be incoherent of

nonsensical.

(4) Writing is supposed to stay on one topic and be organized, but free

writing can jump all over the place.

(5) Writing is usually of an audience, but free writing is private. Thus free

writing is even safer than speaking, since we almost never speak

except when someone‟s listening.

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(6) Writing is usually supposed to be more important and dignified and

better than speech.

(b) Questioning

In questioning, writer generate ideas and details by asking questions about

your subject. Such questions include why, when, where, who, and how? As many

questions as writer can think of.

(c) Making a List

In making a list, also known as brainstorming, writer collect ideas and

details that relate to writers subject. Pile these items up, one after another, without

trying to sort out major details from minor ones or trying to put the details in any

special order. Writers goal is just to make a list of everything about writers subject

that occurs to writer.

(d) Diagramming

Clustering, also known as diagramming or mapping, is another strategy

that can be used to generate material for a paper. This method is helpful for people

who like to do their thinking in a visual way. In clustering, writer use lines, boxes,

arrows, and circles to show relationships among the ideas and details that occur to

you.

Begin by stating writers subject in a few words in the center of a blank

sheet of paper. Then, as ideas and details come to you, put them boxes or circles

around the subject and draw lines to connect them to each other and to the subject.

Put minor ideas or details in smaller boxes or circles and connecting lines to show

how they relate as well.

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Keep in mind that there is no right or wrong way of clustering or

diagramming. It is a way to think on paper about how various ideas and details

relate to one another.

(e) Preparing a Scratch Outline

A scratch outline is an excellent sequel to the first four prewriting

techniques. A scratch outline often follows free writing, questioning, list-making,

or diagramming; or it may gradually emerge in the midst of these strategies. In

fact, trying to make a scratch outline is a good way to see if writer need to do

more prewriting. If writer cannot come up with a solid outline, then writer know

writer need to do more prewriting to clarify writers main point or its several kinds

of support.

In scratch outline writer think carefully about the point you are making,

the supporting items for that point, and the order in which you will arrange those

items. That scratch outline is a plan of blueprint to help you achieve a unified,

supported, well-organized composition.

According to Dietsch (2006:11), the first stage of writing is simply setting

forth ideas in whatever shape or form that is handy for you-fragments, lists,

sentences, or clusters. The purpose of prewriting is to capture and preserve ideas.

McCrimmon (1963:48), explain the four uses of an outline, those are:

(1) It helps a writer to clarify his purpose and organize his material to

achieve that purpose. In practice, most of us often begin to outline

before we fully understand what we want to do. We use the outline as

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a tool to help us clarify our thoughts, somewhat as a housewife finds

out how she wants the furniture arranged by moving it about the room.

(2) It offers convenient way of testing a proposed organization

(3) It occasionally serves as a complete communication in itself

(4) It may be used as an aid to efficient reading

(2) Writing a First Draft

According to Elbow and Belanoff (2000:150), Drafting is essentially

whatever writer do first when writer begin work on a piece or writing. Some

writers make list; others do some from of clustering; still others do lots of free

writing. While drafting, writers do not need to worry about paragraphing and

transition or spelling.

When write a first draft, do not worry yet about grammar, punctuation, or

spelling. Writer do not want to take time correcting words or sentences that reader

may decide to remove later. Instead, make it your goal to state your thesis clearly

and develop the content of your paper with plenty of specific details. (Langan,

2005:23).

According to Dietsch (2006:11) while drafting writer transform ideas into

sentences in a semi organized manner. Here the purpose is to let your ideas

develop, expand, and form connections. Drafting is primarily a stage of discovery

and exploration. In addition, according to Haynes (2010:70), drafting is the

process that generates most text. It is tempting to think of it as the real work of

writing.

15

(3) Revising

Revising means rewriting a paper, building on what has already been done,

in order to make it stronger. This was confirmed by Dietsch (2006:11). Dietsch

wrote, although revision is classified as the third stage of writing, it is ongoing-

recurring whenever needed. During revision writers global is to rethink ideas,

refine them, and develop them. Writer may drastically reorganize the draft.

During this time, writer reshape ideas-expanding, deleting, and clarifying.

According to Elbow and Belanoff (2000:153), there are three levels of

revising.

(a) Reseeing or rethinking

(b) Reworking and reshaping

(c) Copyediting of proofreading

(4) Editing

After writer have revised the paper for content and style, the writer are

ready to edit-check for an correct-errors in grammar, punctuation, and spelling.

According to Dietsch (2006:11), this final stage requires examining ideas, details,

words, grammar, and punctuation-attending to matters within each sentence. Here

the emphasis is on accuracy, correctness, and clarity.

e) The Component of Writing

Heaton in Muhaera (2012) states that the components of writing into five areas,

namely:

1) Content/Fluency

16

The content or fluency of writing should be clear to readers so that the

reader can understand the massage convened and gain information

form. In order to have a good of contain of writing, its context should

be well unified and completed. This term is usually known as unity

and completeness, which become the characteristics of the good

writing.

1) Form

In form of the writing concerns with the ways through writer arranges

and organizes the ideas order massage in the writing. There are many

ways used by the writers to organize of arrange the writing. This form

is mainly recognized as order.

a) Chronological Order

This type or form is commonly used in the narration and

exposition; it deals the events with the process that is described

from beginning to the end.

b) Order of Importance

This type of form is a way of organizing supporting details

according to their importance. When a writer arranges details in

this way, how star the least important ones or he may start it with

the least important one s and then process to the most ones.

f) Teaching Writing

Byrne (1988:21), explains about general principles for teaching writing. Those

are:

17

1) Focus on Accuracy

Mistakes show up in written work and not unnaturally come to be

regarded as a major problem. It was assumed that students made

mistakes because they were allowed to write what they wanted.

Therefore, accuracy-oriented stressed the importance of control in

order to eliminate the student from written work. Students are taught

how to write and combine various sentence types.

2) Focus on Fluency

This approach encourage students to write as much as possible and as

quickly as possible without worrying about making mistakes. The

important thing is to get one‟s ideas down on paper. In this way

students feel that they are actually writing, not merely doing exercises

of some kind. But students write what they want to write and

consequently writing is an enjoyable experience.

3) Focus on Text

This approach stresses the importance of the paragraph as the basic

unit of written expression and is therefore mainly concerned to teach

students how construct and organize paragraph. It uses a variety of

techniques, singly and in combination, such as:

a) Forming paragraphs from jumbled sentences;

b) Writing parallel paragraphs;

c) Developing paragraphs from topic sentences (with or without cues)

4) Focus of Purpose

18

Writing allow students to write purposefully.

Byrne (1988:22), states that after selecting the appropriate writing

activity, the teacher should pay attention to this:

a) Decide how to present the activity to the class

It will help to do a certain amount of writing with the student. This

is especially useful for the type of activity, where the students are

learning something new. In particular, it also provides an

opportunity to discuss alternative answer, reason for certain

choices and so on. On a simple level, teacher can thus begin to

demonstrate that writing is a thinking process.

b) Prepare the students orally

This should be regarded as a standard procedure for writing

activities in the early stages (and later when introducing any new

type of activity).

c) Decide how the writing task should be carried out

An activity may be done individually, in pairs of in small groups.

Collaboration on a task, for example, will help to reduce the feeling

of isolation. Students also tend to get more involved in an activity

if they are allowed to talk about it together rather that sit in silence.

Some activities may be begun in pairs or in groups but concluded

on an individual basis. In the early stages it would seem

appropriate to allow many of the tasks to be done collaboratively

except when feedback on individual progress is needed.

19

d) Decide on correction procedures

It is not essential of even desirable to examine everything the

students write, although many students will want to have their

work looked at. This helps to train students to look at written work

critically and will help students to view their own work in the same

way at a later stage in the course. Work can also of course be

discussed on a class basis and the students asked to make their own

corrections.

2. The Concept of Procedure Text

a. Definition of Procedure Text

Dietsch (2006:152), states that a process or commonly called procedure

text is a series of steps, stages, phrases, or natural changes, that lead to a result. In

process analysis, writer describe or explain a series of action, operations, of

changes that occur. A procedure text may explain how to do something, how a

condition develops, how an organism grows, or how a phenomenon evolves. For

clarity, explain the process in the order that changes/events normally occur. Some

processes require one certain order; others can be done in more than one way.

According to Lannon (1988:310), a procedure text is a series of actions or

changes leading to a product of result. A procedure is a way of carrying out a

process. Writers explain procedures and processes as a way of answering these

two question for readers:

1) How do I do it?

2) How does it happen?

20

Pardiyono in Susanti (2010), states that procedure text is a text which

explains how something to be done in sequence steps. This text explain the steps

which have to be done well and write in into procedure text. The keyword for this

text is, “what needs to be done? or what should I do?”.

NurAfiah in Susanti (2010), explained procedure text is that tells

sequential steps of how something is created, operated, or done intentionally.

A procedure text is a designed to describe how something is achieved

through a sequence of actions or steps. This text uses the simple present tense,

often the imperative sentence. It also usually use the temporal conjunction, such a

first, second, then, next, etc. it will give a step-by-step guide so that the students

can achieve a specific goal. Writing procedures can be either written or oral and

procedure text usually helps to:

1) Make something, such as a recipe for cake

2) Use something, such as a manual on how to use a DVD player

3) Do something, such as how to play soccer or get to the park

Written procedures often have images of diagrams to help the reader

understand the procedure. Oral procedures, such as a television cooking

programmer, usually show the steps of the procedure while the presenter is

talking.

According to Lannon (1988:312), many of today‟s readers are image-

oriented. Well-chosen visuals in a set of instructions help keep words to a

minimum and enable readers to picture what to do.

b. The Structure of Proceure Text

21

According to Dietsch (2006:154) there are transition in Process Analysis.

A transition is a word, phrase, sentence, of paragraph that connect ideas or

informs the reader of what is ahead. Transitions indicate shifts of meaning and

relationship of time, location, sequence, similarity or difference, certainty or un-

certainty.

For process analysis, use transitions that indicate chronological order.

Distinguish between major and minor steps. For major steps, use numerical

transition (first, second, third, and so forth). For sub steps, use other transitions of

time, such as then or next.

According to Pharr and Buschemi (2005:246), there two types of process

analysis which have an instructional purpose and informative purpose:

1) Self-help

2) Product direction

According to Pharr and Buschemi (2005:263), when writing a process

analysis, a writer may choose a topic that leads reader to write an instructional

(how to) essay, or writer may prefer the informational approach, in which reader

show how a significant process works. Furthermore, Buschemi suggest three

issues to be considered:

1) Audience analysis

Before begin to write any kind of process analysis, writer need to consider

how much writer can expect the audience to know about the process that

writer is analyzing. The answer to this question will determine both how

22

writer plan the essay and how much explanatory information writer will

need to include.

2) Language level

3) Beside think about the audience is likely to know, writer also need to think

about the kind of language to use in the essay.

4) Voice

In an instructional process analysis, the writer is addressing a specific you:

the reader. Using you is appropriate in this situation. On the other hand, an

informational process essay does not tell the reader how to perform a

process, so the use of you should usually be avoided in such writing.

3. The Concept of Blog

a) Defenition of Blog

According to Campbell (2003:1), blog can be thought of as an online

journal that an individual can continuously update with his or her own words,

ideas, and thoughts through software that enables one to easily do so. Unlike a

standard website, weblog entries are made by typing directly into the browser and

with the click of a button are instantly published on the internet. All basic

document formatting, like spacing, bold, italics, underline, and creating links,

requires no knowledge of Hyper Text Markup Language (HTML) or File Transfer

Protocol (FTP), so that anyone who can type, copy, and paste can create and

maintain a weblog.

23

Furthermore, a weblog is interactive, in the sense that readers can respond

to any given entry with a comment and even threaded discussions can take place

depending on the software chosen.

According to McLeod‟s (2001:152), blog can help students explore and

assimilate new ideas, create links between the familiar and the unfamiliar, mull

over possibilities, and explain things to the self before explaining them to others.

b) Types of Blog

According to Campbell (2003:1-3), three Types of blogs for use in English

as a Second Language (ESL) classrooms:

(1) The Tutor Blog

This is a type of weblog that is run by the tutor for the learners. It serves

the following purposes: It gives daily reading practice to the learners.

(a) It promotes exploration of English websites.

(b) It encourages online verbal exchange by use of comment buttons.

(c) It provides class or syllabus information.

(d) It serves as a resource of links for self-study.

(2) The Learner Blog

These are blogs that are either run by individual learners themselves or by

small collaborative groups of learners. In ESL, learner blogs may be best suited

for reading and writing classes. A common reading assignment can be followed

by blog postings on the thoughts of each learner or group of learners.

Furthermore, the act of constructing the blog may encourage the use of

search engines and net surfing in English to find the appropriate sites to which

24

links can be made. This will empower the learner to direct the reader to sites of

choice for further reading. Individually, blogs can be used as journals for writing

practice, or as free-form templates for personal expression.

The idea here is that students can get writing practice, develop a sense of

ownership, and get experience with the practical, legal, and ethical issues of

creating a hypertext document. In addition, whatever they write can instantly be

read by anyone else and, due to the comment features of the software, further

exchange of ideas is promoted. Tutors can even run a mega-blog of select topics

of interest gleaned from student blogs so that the broader issues are brought into

focus on a single website.

(3) The Class Blog

This type of blog is the result of the collaborative effort of an entire class.

The following are some possible uses:

(a) In conversation-based classes it could be used like a free-form bulletin

board for learners to post messages, images, and links related to

classroom discussion topics. It could also be a space for them to post

thoughts on a common theme assigned for homework.

(b) With intermediate and advanced learners, class blogs might also useful

for facilitating project-based language learning, where learners can be

given the opportunity to develop research and writing skills by being

asked to create an online resource for others.

(c) Class blogs could also be used as a virtual space for an international

classroom language exchange. In this scenario, learners from different

25

countries would have joint access and publishing rights to the blog.

The entire exchange would then be transparent to all readers and could

be followed and commented on by other learners, tutors, parents and

friends.

(d) For reading and writing classes, it might also involve the use of

knowledge management software.

c) Influences of Blog

According to Zhang (2010:5), the influences of using blog for students in

English writing are:

(1) Facilitating the Students‟ Critical Thinking Skills

The students engaged in collaborative learning through their interactions

with others which serves as a catalyst for critical thinking. Blogs foster

critical thinking by encouraging students to evaluate what they read and

write. Writing blogs offers students a way to improve their writing skills

and encounter new ideas through interaction with other students. Blogs

allow students to easily link to resources that support their assertions, and

thereby encourage critical thinking.

(2) Providing Examples for Students to Model and to Learn

Publishing reflective commentaries on the Internet is an effective way for

students to share each other‟s reviews. Not only will readership increase,

when students see each other‟s works, they can learn from one another,

thereby motivating them to produce better reviews

(3) Affecting the Students‟ Quality of Writing

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The quality of writing is manifested in several ways. Some students who

study English state that they are always aware of their audience, and, as a

result, write with their audience in mind. They don‟t know whether they

are right or wrong. The permanent nature of publishing online encourages

students to pay more attention to the content and language in their blogs.

(4) Facilitating Meaningful Learning for Students

Blogging facilitates meaningful learning for the students because they

explore other blogs and links to learn more about other countries, cultures,

and the people who write to them. In foreign language classes, the benefits

of blogs include language gains and furthering cultural understanding.

Some students even use blogs exchange different culture with some

foreigners. By participating as active readers of blogs, students can gain

the insider‟s perspective on various cultural topics, thus leading to better

understanding of other cultures and what shapes them.

(5) Giving Students a Purpose for Writing

Blogs increase students‟ interest and ownership in learning. Students direct

their own learning about topics important to them, while receiving

feedback from others. Students take ownership in blogging activities by

actively searching for information. The use of blogs gives students chances

to participate in a community. They learn that posted content can be read

by people other than their teacher and classmates. The world can provide

encouragement or feedback on student writings. Students interact with an

authentic audience.

27

Zhang (2009:3) states rationale for using blog in education. There are

numerous reasons for using blogs in education, such as:

(a) To provide a real audience for student writing

(b) To provide extra reading practice for students

(c) To increase the sense of community in a class

(d) To encourage students to participate

(e) To create an online portfolio of student written work (Stanley, 2005).

The novelty factor creates student interest in starting to use blogs. It is

claimed that blogs work best when learners get into the habit of using

them. If learners are not encouraged, blogs can quickly be abandoned.

4. Kompasiana Blog

Kompasiana is a Kompas journalist blog. Kompasiana is a citizen media.

In Kompasiana, anyone can publish events, express opinions and ideas and

aspirations of the channel in the form of text, images or audio and video

recordings.

Kompasiana accommodate a variety of content from all walks of life from

diverse cultural backgrounds, hobbies, profession, and competence. Kompasiana

also involves journalists Kompas Gramedia and community leaders, observers and

experts from various fields of expertise and disciplines to participate to share

information, opinions, and ideas.

In Kompasiana, everyone is encouraged to become a citizen reporter who

on behalf of himself, experienced or reported events occurred in the vicinity. The

28

active involvement of citizens is expected to accelerate the flow of information

and strengthen the foundations of democracy in the life of the nation.

Kompasianer (mention for a Kompasiana writer) also can express ideas,

opinions, reviews and comments provided they do not violate the applicable

regulations. Any content that aired on Kompasiana be kompasianer which placed

responsibility.

In additional, Kompasiana provide space interaction and communication

among members. Each kompasianer can make friends with other kompasianer.

They also can communicate via email, comments and other interactive features.

Netizen can register on www.kompasiana.com to be a Kompasianer. Once

the registration process is complete, the user will get a personal blog. Without

registration, the user can only read the content Kompasiana.

With a variety of features and interactive facilities that, Kompasiana that

carries the spirit of sharing and inter connected (sharing and connecting.) Has

become a social media. Canal on Kompasiana Blog consists of 14 item:

1) News

Contains information and news coverage of citizens results.

2) Politics

Contains writings and reportage citizens related to political issues.

3) Humanities

Contains writings in the field of humanities and social problems in

Indonesia, example: poverty and malnutrition.

http://www.kompasiana.com/

29

4) Economy

Contains articles published on economic issues.

5) Entertainment

Contains writings relating to the world of entertainment, not to mention

humor.

6) Sports

Various posts related to sports and the issues around it.

7) Lifestyle

Contains writing their reports, opinions, and criticism related to lifestyle.

8) Tourism

Contains writing experience and tips on travel and trip reports and features

on a variety of attractions.

9) Health

Contains information coverage, experiences, tips, and opinions in the field

of health and medical services.

10) Techno

Contains information and tips related tothe development of technology and

science.

11) Media

Contains information, opinions, tips, and criticism surrounding the

development of journalism and mass media.

30

12) Green

Rubrics are intended for environmentalists and all people who care about

environmental issues.

13) Fiksiana

This column holds various posts in genre fiction. Some kompasianer has

recorded works that they publish in Fiksiana, either individually or

collectively.

14) Lipsus

This columnis dedicated to reporting the citizens related events, moments,

or special events raised as a topic coverage by manager Kompasiana.

31

C. Conceptual Framework

INPUT

Teaching Writing

PROCESS

Procedure Text

A Quasi Experimental Research

Control Group Experimental Group

Pre-Test Pre-Test

Conventional (Using Picture Series)

Kompasiana Blog

Post-Test

Post-Test

OUTPUT

Improvement of Students‟ Writing Procedure Text

32

1. Input : It refers to the material that was given in teaching process of

writing procedure text through Kompasiana Blog.

2. Process : It refers to the implementation of Kompasiana Blog in

teaching writing procedure text.

3. Output: The output of the students‟ in writing achievement.

D. Hypothesis

To find out the degree of freedom (df), the researcher used the following

formula:

Df = N-1 (N = number of students)

Df = 26-1

Df = 25

There is two hypothesis of the research namely null hypothesis and

alternative hypothesis.

1. Null Hypothesis (H0): there is no significant difference of students‟ in

writing before and after teaching the materials through Kompasiana

Blog.

2. Alternative Hypothesis (H1): there is a significant difference of

students‟ in writing before and after teaching the materials through

Kompasiana Blog.

33

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The design of this research was a quasi-experimental design with using

two groups. One of the groups was treated as the experimental group while

another group was treated as the control group. The groups did the pre-test,

receive treatment, and did the post-test.

The treatment was conducted after pre-test. The pre-test was intended to

find out the students‟ prior knowledge of English writing before giving the

treatment, while the post-test is intended to find out the students‟ writing

improvement after the treatment given. In this research, the test was used to test

the significant difference.

The design is presented in the following table :

Table 3.1 Research Design

Class Pre-Test Treatment Post-Test

E O1 X1 O2

C O1 X2 O2

Where :

E = experimental class

C = controlled class

O1 = pre-test

O2 =post-test

X1 = treatment by blogging in Kompasiana Blog

X2 = treatment by conventional method (Gay, 1981: 228)

33

34

B. The Variables and Indicators

This research has two different variables, namely independent variable and

dependent variable:

1. Independent variable is writing in Kompasiana Blog

2. Dependent variable is students‟ procedure writing skill

C. Research Subject

1. Population

The population of the research was all the eleventh grade of SMK

Negeri 3 Makassar in the academic year of 2015-2016 which consisted

of 12 classes. Each class was about consisted of 29 students, so the

total member of population was 348 students.

2. Sample

The sample would be selected by using purposive sampling technique.

The researcher chose two classes, it is consisted of 63 students as the

sample of the research. The researcher took 32 students in XI TKJ 1 as

experimental class and 31 students in TKJ 2 as controlled class. The

reason for taking this class as the sample is based on researcher

experience in SMK Negeri 3 Makassar, that the students of those

classes can representative the general characteristic of students at the

second year students of SMK Negeri 3 Makassar.

35

D. Research Instrument

Writing test was used to asses and examine the eleventh grade students‟ writing

ability. The tests was pre-test and post-test. Pre-test was used to find out the

students‟ prior ability in writing, while post-test was used to find out the

improvement of the second year students‟ writing ability at the eleventh grade of

SMK Negeri 3 Makassar after the treatment given through Kompasiana Blog.

E. Procedure of Data Collection

To collect the students‟ writing ability at the eleventh grade of SMK

Negeri 3 Makassar, the students tests scored based on the five aspects purposed by

Hughes (1989:91) the aspect are grammar, vocabulary, mechanics, fluency (style

and case of communication), and form organization.

Table 3.2 Scoring Rubrics of Writing

1. Grammar

No Classification Score Criteria

1 Excellent 6 Few (if any) noticeable of grammar

or word order.

2 Very Good 5 Same errors of grammar or word

order which do not, however,

interfere with comprehension.

3 Good 4 Errors of grammar or word order

fairly frequent; occasional re-reading

necessary for full comprehension.

4 Fair 3 Errors of grammar or word order

frequent; Error of interpretation

sometimes required on readers part.

5 Poor 2 Errors of grammar or word order

very frequent; the readers often has

to really on own interpretation.

6 Very Poor 1 Error of grammar or word orders as

severe as to make comprehension

virtually impossible.

36

2. Vocabulary


1 Excellent 6 Use the vocabulary and idiom rarely

(of at all) distinguish table form that

of educated native writer.

2 Very Good 5 Occasionally uses inappropriate

terms of relies on circumlocutions;

expression of ideas hardly impaired.

3 Good 4 Uses wrong or inappropriate words

fairly frequently; expression of ideas

may be limited because of

inadequate vocabulary.

4 Fair 3 Limited vocabulary and frequent

errors clearly hinder expression of

ideas.

5 Poor 2 Vocabulary so limited and so

frequently misused that reader must

often rely on own interpretation.

6 Very Poor 1 Vocabulary limitation so extreme as

to make comprehension virtually

impossible.

3. Mechanics


1 Excellent 6 Few (if any) noticeable lapses in

punctuation of spelling.

2 Very Good 5 Occasional lapses in punctuation or

spelling which does not, however,

interfere with comprehension.

3 Good 4 Errors in punctuation or spelling

fairly frequent; occasional re-reading

necessary for full comprehension.

4 Fair 3 Frequent error in spelling or

punctuation; lead sometimes to

obscurity.

5 Poor 2 Error in spelling or punctuation so

frequent that reader must often rely

on own interpretation.

6 Very Poor 1 Error in spelling or punctuation so

severe as to make comprehension

37

virtually impossible.

4. Fluency


1 Excellent 6 Choice of structure and vocabulary

consistently appropriate; like that of

educated native writer.

2 Very Good 5 Occasional lack of consistency in

choice, structures and vocabulary

which does not, however, impair

overall ease of communication.

3 Good 4 „Patchy‟, with some structures of

vocabulary item noticeable in

appropriate to general style.

4 Fair 3 Structure or vocabulary items

sometimes not only inappropriate

but also misused; structure or

vocabulary little sense of ease of

communication.

5 Poor 2 Communication often impaired by

completely inappropriate or misused

structures or vocabulary items.

6 Very Poor 1 A „hotch-potch‟ of half learned

misused structures and vocabulary

item rendering communication

almost impossible.

5. Form (organization)


1 Excellent 6 Highly organized; clear progression

of ides well linked; like educated

native speaker.

2 Very Good 5 Material well organized; links could

occasionally be clearer but

communication not impaired.

3 Good 4 Some lack of organization; re-

reading required for clarification of

ideas.

4 Fair 3 Little or no attempt at connectivity,

through reader can deduce some

38

organization.

5 Poor 2 Individual ideas may be clear, but

very difficult to deduce connection

between them.

6 Very Poor 1 Lack of organization so severe that

communication is seriously

impaired.

(Heaton, 1989: 138-140).

The technique used to collect the data are:

1) Pre-test

Before giving treatment, the researcher gave a pre-test using the

writing test to find out the writing achievement of the students. In this

pre-test, the students was given an example of a procedure text and

then the students analyzed it which one is the topic sentence,

controlling, supporting, and concluding sentences.

2) Treatment

After the pre-test, the researcher treated students for four meetings. In

the third and fourth of the meeting in experimental class, Kompasiana

Blog was used in teaching writing. Besides that, conventional method

(picture series) was used in teaching for controlled class. Generally,

the teaching and learning process was same as in the first meeting until

the last meeting. Teaching and learning processes are follows:

(a) Student was given motivation before starting the materials.

(b) The teacher divided the students into six group that consisted 6

members.

(c) The teacher explained the materials to the students

39

(d) The teacher asked each member of the team to write down a

procedure text based on the theme given

(e) The teacher asked each member of the team to write down a

procedure text into Kompasiana Blog

(f) The students commented each other in dialog box in the

Kompasiana Blog.

For the first meeting, the researcher taught about procedure text. At

the second meeting, researcher asked student to practice make

something. At the third meeting, researcher asked student to make a

Kompasiana account. At the fourth meeting, researcher asked

student to post a procedure text in Kompasiana Blog. Then, the

students‟ commented each other in comment box in Kompasiana

Blog.

3) Post-test

After giving treatment, the researcher administered post-test to see the

students‟ writing achievement. The item and content of post-test are

different in the pre-test.

F. Procedure of Data Analysis

The data collected will analyzed as the t-test, the steps are as follows:

1. Calculating the collecting data from the students in answering the test, the

researcher used this formula to get mean score of the students as follow:

N

XX

40

Where:

X = Mean score

∑ X =

N = The number of students (Gay, 1981: 298).

2. Finding out the significant differences between the pre-test and post-test

by calculating the value of the test.

1

22

N

N

XX

SD

Where :

SD = standard deviation

Σ = total row score

N = total number of the students

3. Finding out the effectiveness or ineffectiveness of the technique, the

researcher will use formula:

2121

21

21

11

2 nnnn

SSSS

XXt

Where : t = test of significance difference

1X = mean score of 1X

2X = mean score of X2

1SS = sum of square of 1X

2SS = sum of square of X2

41

1n = number of subject in

1X

2n = number of subject in X2 (Gay, 1981 : 328).

4. Classifying the students‟ scores using the following scales:

No Score Classification

1 86-100 6 Excellent

2 71-85 5 Very Good

3 56-70 4 Good

4 41-55 3 Fair

5 26-40 2 Poor

6 ≤ - 25 1 Very Poor

(Depdiknas in Adnan, 2014: 44).

5. To decide the significance influence of Kompasiana Blog to build students

writing ability. The researcher used:

Ttest ≥ Ttable : Having significant influence

H1

: 1 = 2

or P-value < 0.05

Ttest ≤ Ttable : Having no significant influence

H0

: 1 = 2

or P-value ≥ 0.05 (Rosenkrantz, 2008: 336).

42

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the research finding and discussion. The findings

presents the description of the data collected through test. The further

explanations and interpretation are given in the discussion section.

A. Findings

The finding of the research deal with the rate percentage of the students‟

score obtained through test, mean score, standard deviation, test of significance

and hypothesis testing.

Table 4.1 The Frequency Distribution and Percentage of Students’ Score for

Grammar

No Classification Score Experimental Group

Pre Test Post Test

F % F %

1 Excellent 6 - - - -

2 Very Good 5 6 23 6 23

3 Good 4 3 12 16 62

4 Fair 3 6 23 4 15

5 Poor 2 7 27 - -

6 Very Poor 1 4 15 - -

Total 26 100 26 100

Table 4.1 showed the frequency distribution and percentage of the

students‟ score that specific for the grammar of the students‟ writing in the

experimental group. From the table above showed that has significant increasing

of the percentage of the students‟ score which in the pre-test only 12 % students

42

43

included in good level, but after giving the treatment there was improving with the

students‟ score that rising to 62 % students that reach this level in post-test.

Meanwhile, in fair level the percentage of the frequency of the students‟

score about 23 % in pre-test then lessen to 15 %. The same case with the poor and

very poor level also showed a reduction. That means had an upgrading with the

students‟ writing ability especially in grammar assessment after giving treatment

in experimental group.


Grammar

No Classification Score Control Group

Pre Test Post Test

F % F %

1 Excellent 6 - - 14 54

2 Very Good 5 7 27 6 23

3 Good 4 11 42 4 15

4 Fair 3 6 23 1 4

5 Poor 2 1 4 - -

6 Very Poor 1 1 4 1 4

Total 26 100 26 100

Table 4.2 also showed the frequency distribution and percentage of the

students‟ students score that specific for the grammar of the students‟ but in

control group. From the table above showed that in pre-test was none students that

reach excellent level. As seen from the table above the frequency of the students

showing lessen where in good level was 11 %, then in the post-test lessen to 4 %.

And also in fair level no significant improving. It was 6 % in the pre-test, while in

post-test lessen to 1 %.

44


Vocabulary


Pre Test Post Test

F % F %


2 Very Good 5 3 11 5 19

3 Good 4 3 11 5 19

4 Fair 3 9 35 16 62

5 Poor 2 6 23 - -

6 Very Poor 1 5 19 - -

Total 26 100 26 100

Table 4.3 is one of the elements of writing assessment. It showed the

frequency distribution and percentage of the students‟ score specific for

vocabulary of the students‟ writing in experimental group. From the table above

showed that in pre-test and post-test was none students that reach excellent level.

From the table above showed that has significant increasing of percentage of the

students‟ score which in pre-test only 11 % students included in very good level,

but after giving the treatment there was improving with the students‟ score that 19

% of the students succeeded reach the very good level and 19 % students reach

good level in the post-test.

Meanwhile, in fair level, the percentages of the frequency of students‟

score about 35 % in pre-test then grow to 62 %. There was no students got poor

and very poor level in post-test while in pre-test 23 % students got poor and 19 %

students got very poor level. That means had an upgrading with the students

writing ability especially in vocabulary assessment after giving the treatment in

experimental group.

45


Vocabulary


Pre Test Post Test

F % F %

1 Excellent 6 - - 13 50

2 Very Good 5 6 23 5 19

3 Good 4 10 38 2 8

4 Fair 3 8 31 3 11

5 Poor 2 1 4 2 8

6 Very Poor 1 1 4 1 4

Total 26 100 26 100


students‟ score that specific for vocabulary of students‟ writing but in control

group. The table above showed that there was no increasing with the students‟

score in vocabulary assessment. Even there was none of the students reach the

excellent level in pre-test but there was also improving with the students‟

vocabulary from 4 % to 8 % in poor level. That means several of the students

improve to the next level.


Mechanics


Pre Test Post Test

F % F %


2 Very Good 5 1 4 - -

3 Good 4 8 31 13 50

4 Fair 3 3 11 7 27

5 Poor 2 9 35 6 23

6 Very Poor 1 5 19 - -

Total 26 100 26 100

Table 4.5 is the elements of writing assessment of mechanics assessment

of the students‟ writing in experimental group. From the table above showed that

46

in pre-test and post-test was none students that reach excellent level. The table

above showed that there significant increasing of percentage of the students‟ score

which in pre-test only 31 % students included in good level, but after applying

Kompasiana Blog there was improving with the students‟ score that 50 % of the

students succeeded reach the very good level.

The other hand, in very poor level was 19 % students in this level in pre-

test but in post-test that the students moved to the next level. That means had an

upgrading with the students writing ability especially in mechanics assessment

after giving the treatment in experimental group.


Mechanics


Pre Test Post Test

F % F %

1 Excellent 6 - - 5 19

2 Very Good 5 1 4 16 61

3 Good 4 11 42 1 4

4 Fair 3 11 42 3 11

5 Poor 2 2 8 - -

6 Very Poor 1 1 4 1 4

Total 26 100 26 100

Table 4.6 above showed the frequency distribution and percentage of the

students‟ score specific for the mechanics of the students‟ writing in control

group. Table above showed that there had increasing with the frequency of the

student where 4 % in pre-test and 61 % in post-test for very good level. And also

in poor level there was 8 % student in pre-test but in post-test students moved to

47

the next level. For this category, this class also showed little improvement even

not significantly.


Fluency


Pre Test Post Test

F % F %


2 Very Good 5 2 7 6 23

3 Good 4 2 7 6 23

4 Fair 3 8 31 14 54

5 Poor 2 9 35 - -

6 Very Poor 1 5 19 - -

Total 26 100 26 100

Table 4.7 is the next element of writing assessment. It showed the

frequency distribution and percentage of the students‟ score that specific for the

fluency of the students‟ writing in the experimental group. From the table above

showed that in pre-test and post-test was none students that reach excellent level.

The table above showed that has significant increasing of the percentage of the

students‟ score which in the pre-test 7 % and 7 % of students included in very

good and good level, but after giving the treatment there was improving with the

students‟ score that rising to 23 % and 23 each of them students that reach these

level in post-test.

Meanwhile, there was no students got poor and very poor level in post-test

while in pre-test 35 % students good poor and 19 % students got very poor level.

That means had an upgrading with the students‟ writing ability especially in

fluency assessment after giving the treatment in experimental group.

48


Fluency


Pre Test Post Test

F % F %

1 Excellent 6 - - 1 4

2 Very Good 5 2 8 20 77

3 Good 4 8 31 2 8

4 Fair 3 11 42 2 8

5 Poor 2 4 15 - -

6 Very Poor 1 1 4 1 4

Total 26 100 26 100

Table 4.8 also showed frequency distribution and percentage of the

students for the fluency of the students‟ writing but in control group. It was

clearly showed that there was increasing with the students‟ score on fluency

assessment. In pre-test there was none of students that could reach excellent level,

but in post-test the students frequency increased to 4 %. In very good level as seen

from the table above the frequency of the students showing improving, where 8 %

in pre-test and in post-test the students frequency increased to 77 %. There was no

students got poor level in post-test while in pre-test 15 % students good poor.

On the other hand, in poor level was 15 % students in this level in pre-test

but in post-test that the students moved to the next level. This classification also

showed improving even not significantly.


Form


Pre Test Post Test

F % F %


49

2 Very Good 5 2 8 1 4

3 Good 4 3 11 7 27

4 Fair 3 7 27 18 69

5 Poor 2 9 35 - -

6 Very Poor 1 5 19 - -

Total 26 100 26 100

Table 4.9 is the last elements of writing assessment. It showed the

frequency distribution and percentage of the students‟ score specific for form of

the students‟ writing in experimental group. There was none of the students reach

the excellent level in pre-test and post-test but there was also improving with the

students‟ vocabulary from 11 % to 27 % in good level.

Meanwhile, in fair level, the percentages of the frequency of students‟

score about 27 % in pre-test and became 69 % in post-test. There was no students

got poor and very poor level in post-test while in pre-test 35 % students good poor

and 19 % students got very poor level. That means had an upgrading with the

students writing ability especially in form assessment after giving the treatment in

experimental group.


Form


Pre Test Post Test

F % F %


2 Very Good 5 1 4 16 61

3 Good 4 5 19 7 27

4 Fair 3 15 58 2 8

5 Poor 2 4 15 - -

6 Very Poor 1 1 4 1 4

Total 26 100 26 100

50


students‟ score for the form of the students‟ writing but in control group. It was

clearly showed that there was increasing with the students‟ score on form

assessment. There was none students that reach the excellent level. In very good

level as seen from the table above the frequency of the students showing

improving, where 4 % in pre-test and in post-test the students frequency increased

to 61 %.

On the other hand, in poor level was 15 % students in this level in pre-test

but in post-test that the students moved to the next level. In very poor level the

percentage between pre-test and post-test was same 4 %. This classification also

showed improving even not significantly

3. Mean Score and Standard Deviation

After classifying the writing ability, the next are the mean score and the

standard deviation in the pre-test and post-test both experimental and control

group which can be showed in the following table:

Table 4.11 Mean Score and Standard Deviation

Experimental Group Control Group

Pre Test Post Test Pre Test Post Test

Mean score 13,42 18,88 17,19 24,19

Standard Deviation

5,92 2,24 4,16 5,21

Table 13 showed that the statistical summary of the students‟ mean score

and the standard deviation both in pre-test and post-test in both experimental and

control group. The mean score of the result of the students‟ pre-test in

51

experimental group was 13.42 while in control group 17.19 and the mean score of

the students‟ post-test in experimental group was 18.88 while in control group

was 24.19. The students‟ standard deviation of the pre-test in experimental group

was 5,92 while in control group was 4,16 and the students‟ standard deviation in

post-test in experimental group was 2,24 while in control group was 5,21. It

means that the mean score of control group was higher than the mean score of

experimental group and so does the standard deviation. Thus, it can be concluded

that Kompasiana Blog no significant improve students‟ writing skill.

4. Test of Significance Testing

In other to know whether or not the mean score was different from two test

(pre-test and post-test), the researcher used the t-table. The following table shows

the result of the t-test calculation.

Table 4.12 The T-test of Students’ Achievement

Variable t-test t-table

X1-Y1 -5.05 2.060

Table 14 indicates that the value of the t-test was lower than the value of

the t-table. It indicates that there was no significant difference between the result

of the students‟ pre-test and post-test.

B. Discussion

The statistical analysis from the result of the students‟ writing skill of this

research shows that the students‟ mastery before teaching through Kompasiana

52

Blog was still low. On the contrary of the result of the post-test in experimental

group, there was a significance improvement.

In giving score of writing, the researcher used some criteria, like grammar,

vocabulary, mechanic, fluency, and form.

a. Grammar

This component of writing is talking about the result of the data analysis

through procedure text on the eleventh grade students of SMK Negeri 3 Makassar.

In the data also shows that the percentage of the students‟ score in grammar can

be seen in control group shows that 23% got very good, 15% got good, and 4%

got fair while in experimental group, 23% got very good, 62% got good, and 15%

got fair scores.

The writer concludes that grammar is the rule of a word in a paragraph. It

is rule that describes the form of a word and making sentences. In this part there

are some criteria that writer should pay attention to the use of grammatical rule

concerning tenses, preposition, conjunction, etc.

b. Vocabulary

The writer wants to describe the students‟ mastery of vocabulary which

was taken from the result of the data analysis through Kompasiana Blog by the

eleventh grade students of SMK Negeri 3 Makassar. In the data also shows that

the percentage of the students‟ score in vocabulary can be seen in control group

show that 19% got very good, 8% got good, and 11% got fair, while in

experimental group, 19% got very good, 19% got good, and 62% got fair.

53

The writer concludes that vocabulary is a total number of words in a

paragraph. This component (vocabulary) is very important because the writer

cannot express their ideas without it.

c. Mechanics

The writer states that the mechanics is related with the ability to use

correct words to the written language such as using capitalization, punctuation,

and spelling. It is very important to lead the readers to understand or recognize

what the writer means. The use of favorable mechanics in writing will make the

readers easy to convey ideas in writing.

In the data also shows that the percentage of the students‟ score in

mechanics can be seen in control group shows that 61% got very good, 4% got

good, and 11% got fair, while in experimental group, 50% got good, 27% got fair

23% got poor scores.

d. Fluency

The data gained through procedure text. Expressed the students‟ writing

skill by the eleventh grade students of SMK Negeri 3 Makassar. In the data also

shows that the percentage of the students‟ score in fluency can be seen in control

group, 77% got very good, 8% got good and 8% got fair, while in experimental

group, 23% got very good, 23% got good and 54% got fair.

The researcher can conclude that fluency in writing is the ability to think

creatively and develop thoughts, excluding all irrelevant information. It should be

54

clear to the readers, so they can understand what the messages convey and gain

information for it.

e. Form

The data analysis gained through to know the students‟ skill to organize

ideas in writing by the eleventh grade of students of SMK Negeri 3 Makassar. In

the data also shows that the percentage of the students‟ score in form can be seen

in control group shows that 61% got very good, 27% got good, 33% got poor, and

8% got fair, while in experimental group, 4% got very good score, 27% got good

scores, and 69% got fair score.

The researcher can conclude that the form in writing is ability to develop

idea which relevant in a united form. It also concerns the writer to arrange and

organize the idea in writing.

The researcher assumes that the application of Kompasiana Blog is helpful

to improve students writing procedure text because there was a significant writing

achievement of the students after the treatment was conducted. It was proved by

the result of data analysis after being compare t-table (2.060) with t-test (-5.05).

55

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consist of two sections. The first section deals with the

conclusion and the second one deals with suggestion.

A. Conclusion

Based on the finding on the discussion, the researcher concludes that the

use of Kompasiana Blog is effective to improve students writing skill based on the

following evidences:

1. Students‟ prior knowledge of writing before applying Kompasiana Blog

is still low, it was provide by the data that most of students got poor and

fair classification with mean score of the students‟ pre-test was 13.42

2. Students‟ writing skill after applying Kompasiana Blog is significantly

improved their writing ability, it was showed by the data that most of

them got very good and good classification with mean score of

students‟ post-test was 18.88.

B. Suggestion

Based on conclusion above, the researcher proposes the following

suggestions:

1.The English teacher should be more creative to choose method/technique

in teaching writing, so that the students will be more interested and

motivated to study English.

55

56

2. The English teacher should apply this method/technique as a way to

improve students writing ability in writing subject.

3. The English teacher should teach by connecting the academic material

with technology, because the student fell comfortable in writing English

text.

57

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61

LIST OF TABLES

Table 4.13

The Row Score of the Students’ Pre-test and Post-test in Experimental

Group

No Respondents Pre Test Post Test

Score

(X)

X12 Score

(X)

X12

1 AkilMalikul 10 100 17 289

2 AM YusrilIkaRamadhan 15 225 20 400

3 Muh. NurulHasan 5 25 15 225

4 Ernita 10 100 22 484

5 Febryana Indah Sari 10 100 19 361

6 FirdaSafiharasda 13 169 17 289

7 TaufikHidayatNur Said 19 361 18 324

8 Muh. Arfandy A 6 36 18 324

9 Nurfadilah 13 169 17 289

10 EkaSatwikaAdhi 24 576 16 256

11 Ade Ivan Priyatna 16 256 18 324

12 MuhIhwal 16 256 22 484

13 RiskaSyarif 16 256 24 576

14 Maryadi Yusuf Marsuki 19 361 17 196

15 RahmatKurniawan S 10 100 17 289

16 SahrunSyah 24 576 18 324

17 NurulAnnisaWahyudi 5 25 25 625

18 Muh. Fachrul 22 484 17 289

19 Renal DyaSandian 10 100 16 256

20 Satria Jaya Ramadan 11 121 17 289

21 Ahmad Jalaluddin 22 484 16 256

22 Nurmansyah 5 25 18 324

23 Abd. Kadir 11 121 17 289

24 Muh. Ikbal 16 256 22 484

25 NasrunNurAsad 16 256 24 576

26 Ainun Amirah Ridwan 5 25 24 576

Total 349 5563 491 9398

62

Table 4.14

The Raw Score of the Students’ Pre-test and Post-test in Control Group

No Respondents Pre Test Post Test

Score

(X)

X22 Score

(X)

X22

1 Muh. FadelMarzuki 17 289 24 576

2 Muh. Haikal Saleh 12 144 28 784

3 Muh. Kurniawan 12 144 15 225

4 LilisSuganda 22 484 26 676

5 AndiMuh. Randy 17 289 18 324

6 Muh. Andrawan 16 256 28 784

7 Muh. Farhan R. 17 289 25 625

8 Ahmad Yusron 18 324 26 676

9 Muh Al-Fiqri MH 22 484 25 625

10 IndraPurnamaKasbal 18 324 27 729

11 A. Muh. As Adullah 16 256 26 676

12 Karvina Bachtiar 20 400 25 625

13 Karmila 16 256 26 676

14 Muh. RachmadDarmawan 12 144 27 729

15 FajarCahyadi 18 324 27 729

16 AriantoSuyuti 20 400 27 729

17 Anshari 12 144 27 729

18 Muh. RasyidTasyib 23 529 26 676

19 Harry Al-Fajri 20 400 24 576

20 Muh. IkhsanMaulana 17 289 27 729

21 Muh. CitoMulya Elvis 23 529 27 729

22 Muh. Zulkifli 22 484 26 676

23 Abu Salim 16 256 16 256

24 Muh. ArfaJufri 5 25 23 529

25 Muh. Rizaldi 16 256 28 784

26 FarielNurKholic 20 400 5 25

Total 447 8119 629 15897

63

Table 4.15

Table 4.15 The Raw Frequency and Distribution Score in Experimental

Group

Respondent Pre Test Post Test

G V M FL F T G V M FL F T

1 2 2 2 2 2 10 4 4 3 3 3 17

2 3 3 3 3 3 15 5 5 4 3 3 20

3 1 1 1 1 1 5 3 3 3 3 3 15

4 2 2 2 2 2 10 4 4 5 5 4 22

5 2 2 2 2 2 10 4 4 4 4 3 19

6 4 3 2 2 2 13 4 4 3 3 3 17

7 5 4 4 3 3 19 4 4 4 3 3 18

8 2 1 1 1 1 6 3 4 4 4 3 18

9 4 3 2 2 2 13 4 4 3 3 3 17

10 5 5 4 5 5 24 4 3 3 3 3 16

11 3 3 4 3 3 16 4 4 3 3 4 18

12 4 3 3 3 3 16 4 4 5 5 4 22

13 3 3 4 3 3 16 5 5 5 5 4 24

14 5 4 4 3 3 19 4 4 3 3 3 17

15 2 2 2 2 2 10 4 4 3 3 3 17

16 5 5 4 5 5 24 4 3 4 4 3 18

17 1 1 1 1 1 5 5 5 5 5 5 25

18 5 5 4 4 4 22 4 3 3 4 3 17

19 2 2 2 2 2 10 3 4 3 3 3 16

20 3 2 2 2 2 11 4 4 3 3 3 17

21 5 4 5 4 4 22 4 3 3 3 3 16

22 1 1 1 1 1 5 3 4 4 4 3 18

23 2 3 2 2 2 11 4 4 3 3 3 17

24 3 3 3 3 4 16 5 5 4 4 4 22

25 3 3 4 3 3 16 5 5 5 5 4 24

26 1 1 1 1 1 5 5 4 5 5 4 24

Total 78 71 69 65 66 349 106 104 97 96 87 491

64

Table 4.16

Table 4.16 The Raw Frequency and Distribution Score in Control

Group

Respondent Pre Test Post Test

G V M FL F T G V M FL F T

1 4 4 3 3 3 17 5 4 5 5 5 24

2 3 3 2 2 2 12 6 6 6 5 5 28

3 3 2 3 2 2 12 3 3 3 3 3 15

4 4 5 4 5 4 22 6 5 5 5 5 26

5 4 4 3 3 3 17 4 3 3 4 4 18

6 4 3 3 3 3 16 6 6 6 5 5 28

7 4 4 3 3 3 17 5 4 4 4 4 25

8 4 4 3 4 3 18 6 6 5 5 4 26

9 5 5 4 4 4 22 5 6 5 5 4 25

10 4 4 3 4 3 18 6 6 5 5 5 27

11 3 3 4 3 3 16 5 6 6 5 4 26

12 4 5 4 4 3 20 6 5 5 5 4 25

13 3 3 4 3 3 16 6 5 5 5 5 26

14 3 3 2 2 2 12 6 6 5 5 5 27

15 5 4 3 3 3 18 5 6 6 5 5 27

16 5 4 4 3 4 20 6 6 5 5 5 27

17 2 3 3 2 2 12 6 6 5 5 5 27

18 5 5 4 5 4 23 6 5 5 5 5 26

19 4 5 4 4 3 20 4 5 5 5 5 24

20 4 4 3 3 3 17 6 6 5 5 5 27

21 5 5 4 4 5 23 6 6 5 5 5 27

22 5 4 5 4 4 22 6 5 5 5 5 26

23 3 3 4 3 3 16 4 3 3 3 3 16

24 1 1 1 1 1 5 4 5 5 5 4 23

25 4 3 3 3 3 16 1 1 1 1 1 5

26 5 4 4 4 3 20 5 6 6 6 5 28

Total 100 97 87 84 79 447 134 131 124 121 115 629

65

APPENDIX 1

INSTRUMENTS

Teaching Writing Procedure Text ThroughKompasiana Blog (A Quasi

Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in


Name :

Reg. Number :

Class :

Petunjukpengisian :

1. Instrumenpenelitianiniadalahalat yang

digunakanuntukmengetahuikemampuanmenulissaudara (i)

sebelumpenerapanKompasiana Blog

dalammeningkatkankemampuanmenulisanda.

2. Hasiltesinitidakakanmempengaruhinilaisaudara (i)

dalammatapelajaranBahasaInggriskarenahasiltesinisemata-

matadigunakanuntukkepentinganpenelitian.

3. Ataspartisipasi, dukungan, dankerjasamanya,

penelitimengucapkanbanyakterimakasih.

Test of Pre-Test

Choose one of the topics below and make procedure text about the topic!

1. How to fix computer network issues?

2. How to install anti virus in computer?

3. How to resetting network connection for windows 7?

4. How to defrag hard drive?

5. How to fix computer sound problem?

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

66

APPENDIX 2

INSTRUMENTS

Teaching Writing Procedure Text ThroughKompasiana Blog (A Quasi

Experimental Research on the Eleventh Grade of SMK Negeri 3 Makassar in


Name :

Reg. Number :

Class :

Petunjukpengisian :

1. Instrument penelitianiniadalahalat yang

digunakanuntukmengetahuikemampuanmenulissaudara (i)

sebelumpenerapanKompasiana Blog

dalammeningkatkankemampuanmenulisanda.

2. Hasiltesinitidakakanmempengaruhinilaisaudara (i)

dalammatapelajaranBahasaInggriskarenahasiltesinisemata-

matadigunakanuntukkepentinganpenelitian.

3. Ataspartisipasi, dukungan, dankerjasamanya,

penelitimengucapkanbanyakterimakasih.

Test of Post-Test

Look at the picture and then make procedure text about the topic!

67

How to Create a Local Area Network (LAN)

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

1

2

68

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

3

4

69

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

5

6

70

……………………………………………………………………

……………………………………………………………………

7

71

APPENDIX 3

The mean score of experimental group and controlled group

A. Experimental Class

1. Pre test

42,13

26

349

1

1

1

X

X

N

XX

2. Post test

88,18

26

491

1

1

1

X

X

N

XX

B. Control Class

1. Pre test

19,17

26

447

2

2

2

X

X

N

XX

2. Post test

19,24

26

629

2

2

2

X

X

N

XX

72

APPENDIX 4

Standard deviation of experimental class and controlled class

A. Experimental Class

1

22

N

N

XX

SD

SD = standard deviation

Σ = total row score

N = total number of the students

1. Pre test

1

22

N

N

XX

SD

126

26

23495563

126

26

1218015563

25

46855563

25

878

12,35

SD = 5,92

2. Post test

1

22

N

N

XX

SD

126

26

24919398

126

26

2410819398

25

92729398

25

126

04,5

SD = 2,24

73

B. Control Class

1. Pre test

1

22

N

N

XX

SD

126

26

24478119

126

26

1998098119

25

76858119

25

434

36,17

SD = 4,16

2. Post test

1

22

N

N

XX

SD

126

26

262915897

126

26

39564115897

25

1521715897

25

680

2,27

SD = 5,21

74

APPENDIX 5

The Significance Different

2121

21

21

11

2 nnnn

SSSS

XXt

2

1

2

1

11

n

XXSS

2

26

4919398

26

2410819398

92729398

1261 SS

2

2

2

2

22

n

XXSS

2

26

62915897

26

39564115897

1521715897

6802 SS

88,181 X 1261 SS

19,242 X 6802 SS

1. t-test

2121

21

21

11

2 nnnn

SSSS

XXt

26

1

26

1

22626

680126

19,2488,18t

26

2

50

806

31,5t

07,012,16

31,5t

75

12,1

31,5t

05,1

31,5t

05,5Testt

2. t-table

For level of significance (D) = 0.05

Degree of freedom (df) = N-1 = 26-1 = 25

t-table = 2.060

76

APPENDIX 6

Distribution of t-Table

Df Level of significance for two-tailed test

0,5 0,2 0,1 0,05 0,02 0,01

Level of significance for one-tailed test

0,25 0,1 0 0,025 0,01 0,005

1 1.000 3.078 6.314 12.706 31.821 63.657

2 0.816 1.886 2.920 4.303 6.965 9.926

3 0.765 1.638 2.353 3.183 4.541 5.841

4 0.741 1.533 2.132 2.776 3.747 4.604

5 0.727 1.476 2.015 2.571 3.365 4.032

6 0.718 1.440 1.943 2.447 2.143 3.707

7 0.711 1.451 1.895 2.365 2.998 3.499

8 0.706 1.397 1.860 2.306 2.896 3.355

9 0.703 1.383 1.833 2.262 2.821 3.250

10 0.700 1.372 1.812 2.226 2.764 3.169

11 0.697 1.363 1.769 2.201 2.718 3.106

12 0.695 1.356 1.782 2.179 2.681 3.055

13 0.694 1.350 1.771 2.160 2.650 3.120

14 0.692 1.345 1.761 2.143 2.624 2.977

15 0.691 1.341 1.753 2.331 2.604 2.947

16 0.690 1.337 1.746 2.120 2.583 2.921

17 0.689 1.333 1.740 2.110 2.567 2.898

18 0.688 1.330 1.734 2.101 2.552 2.878

19 0.688 1.328 1.729 2.093 2.539 2.861

20 0.687 1.325 1.725 2.086 2.528 2.845

21 0.686 1.323 1.721 2.080 2.518 2.831

22 0.686 1.321 1.717 2.074 2.505 2.819

23 0.685 1.319 1.714 2.690 2.500 2.807

24 0.685 1.318 1.711 2.640 2.492 2.797

25 0.684 1.316 1.708 2.060 2.485

2.787

26 0.684 1.315 1.706 2.056 2.479 2.779

27 0.684 1.314 1.703 2.052 2.473 2.771

28 0.683 1.313 1.701 2.048 2.467 2.763

29 0.683 1.311 1.699 2.045 2.462 2.756

30 0.683 1.310 1.697 2.042 2.457 2.750

40 0.681 1.303 1.684 2.021 2.423 2.704

60 0.679 1.296 1.671 2.000 2.390 2.660

120 0.677 1.289 1.658 2.890 2.358 2.617

0.674 1.282 1.645 1.960 2.326 2.576

QUESTIONNAIRE

Petunjuk :

1. Bacalah pernyataan berikut dengan seksama!

2. Tentukan sikap anda terhadap isi/maksud dari setiap pernyataan tersebut!

3. Berikan jawaban anda dengan membubuhi tanda silang (x) pada abjad piihan yang ada!

Pernyataan :

1. Belajar writing (procedure text) menggunakan media Kompasiana Blog membuat saya

cepat memahami Bahasa Inggris

a. Setuju b. Sangat setuju

c. Tidak setuju d. Sangat tidak setuju

2. Belajar writing (procedure text) menggunakan media Kompasiana Blog membosankan



3. Belajar writing (procedure text) menggunakan media Kompasiana Blog membuat saya

senang belajar



4. Belajar writing (procedure text) menggunakan media Kompasiana Blog membuat

pengetahuan Bahasa Inggris saya lebih baik



5. Belajar writing (procedure text) menggunakan media Kompasiana Blog menurunkan

semangat belajar saya




FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jalan Sultan Alauddin No.259 Telp (0411) 866927 Makassar 90221

ii

APPROVAL SHEET

Title : Teaching Writing Procedure Text Through

Kompasiana Blog (A Quasi Experimental

Research on the Second Grade of SMK Negeri 3

Makassar in Academic Year 2015/2016)

Name : Ilmaddin

Reg. Number : 10535 3908 09

Program : English Education Department / Strata 1 (S1)

Faculty : Faculty of Teacher Training and Education

After being checked and observed this thesis had fill qualification to be

examined.


Approved by :

Consultant I

Dr. Syamsiarna Nappu, M.Pd.

Consultant II

Erwin Akib, S.Pd., M.Pd.

NBM: 860 934

Dean of FKIP

Makassar Muhammadiyah University

Dr. Andi Sukri Syamsuri, M.Hum.

NBM : 858 625

Head of English

Education Department

Erwin Akib, S.Pd., M.Pd.

NBM: 860 934

INSTRUMENTS

Teaching Writing Procedure Text Through Kompasiana Blog (A Quasi Experimental Research

on the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016)

Name :

Reg. Number :

Class :

Petunjuk pengisian :

1. Instrument penelitian ini adalah alat yang digunakan untuk mengetahui kemampuan menulis

saudara (i) sebelum penerapan Kompasiana Blog dalam meningkatkan kemampuan menulis

anda.

2. Hasil tes ini tidak akan mempengaruhi nilai saudara (i) dalam mata pelajaran Bahasa Inggris

karena hasil tes ini semata-mata digunakan untuk kepentingan penelitian.

3. Atas partisipasi, dukungan, dan kerjasamanya, peneliti mengucapkan banyak terima kasih.

Test of Pre-Test

Choose one of the topics below and make procedure text about the topic!

1. How to fix computer network issues?

2. How to install anti virus in laptop?

3. How to resetting network connection for windows 7?

4. How to defrag hard drive?

5. How to fix computer sound problem?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

INSTRUMENTS

Teaching Writing Procedure Text Through Kompasiana Blog (A Quasi Experimental Research

on the Eleventh Grade of SMK Negeri 3 Makassar in Academic Year 2015/2016)

Name :

Reg. Number :

Class :

Petunjuk pengisian :

1. Instrument penelitian ini adalah alat yang digunakan untuk mengetahui kemampuan menulis

saudara (i) sebelum penerapan Kompasiana Blog dalam meningkatkan kemampuan menulis

anda.

2. Hasil tes ini tidak akan mempengaruhi nilai saudara (i) dalam mata pelajaran Bahasa Inggris

karena hasil tes ini semata-mata digunakan untuk kepentingan penelitian.

3. Atas partisipasi, dukungan, dan kerjasamanya, peneliti mengucapkan banyak terima kasih.

Test of Post-Test

Look at the picture and then make procedure text about the topic!

How to Create a Local Area Network (LAN)

1

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

2

3

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

4

5

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

6

7

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

8

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMK Negeri 3 Makassar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/1

Alokasi Waktu : 2 x 45 menit (Pertemuan ke-1)

Topik Pembelajaran : Procedure Text

Skill : Menulis

A. Standar Kompetensi

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana

berbentuk procedure untuk berinteraksi dengan lingkungan terdekat.

B. Kompetensi Dasar

Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi

dengan lingkungan terdekat dalam teks berbentuk procedure.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa

1. Memahami teks prosedur

2. Menentukan struktur umum bahasa

dari teks tersebut

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, dan tanggung

jawab.

3. Menyusun teks prosedur

4. Mengindentifikasi teks prosedur

5. Menjawab pertanyaan berdasarkan

teks tersebut

Kewirausahaan/Ekonomi Kreatif :

1. Percaya diri (keteguhan hati, optimis)

2. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, dan enerjik)

3. Pengambil resiko (suka tantangan, mampu memimpin)

4. Orientasi masa depan (punya perspektif untuk masa depan)

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:


2. Menentukan struktur umum bahasa dari teks tersebut


4. Mengidentifikasi teks prosedur

5. Menjawab pertanyaan berdasarkan teks tersebut

E. Materi Pokok

PROCEDURE TEXT

What is procedure?

1. Definition of procedure

Procedure is a text that shows a process in order. The social function is to describe

how something is completely done through a sequence of series.

2. Generic structure of procedure

a. Goal : showing the purpose

b. Material : telling the needed materials

c. Step one-end : describing the steps to achieve the purpose

3. Language feature of procedure

a. Using temporal conjuction

b. Using action verb

c. Using imperative sentence

d. Using simple present tense

Example of Procedure Text:

-How to Run Modem-

1. Firstly turn on your laptop

2. Secondly insert your modem into the modem slot

3. After that install your modem in the modem program

4. Next click connect in the modem program

5. If the blue light of the modem is on, it means the modem is

connected

6. When you finish to connect your modem, open the internet

browser. Example : Google Chrome, Mozilla Firefox, and

Internet Explorer

7. If you finish to use it, show the modem display and click

disconnect

8. And then remove your modem from the modem slot

9. Finally, turn off your laptop.

F. Metode Pembelajaran/Teknik

Picture Sequence

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10 menit)

a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai

yang ditanamkan : santun dan peduli)

b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin dan rajin)

c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Kegiatan Inti (70 menit)

Eksplorasi

Dalam kegiatan eksplorasi guru :

a. Memberikan stimulus berupa hal-hal yang berhubungan dengan materi yang akan

diajarkan

b. Memberikan kesempatan kepada peserta didik membaca teks tersebut

Elaborasi

Dalam kegiatan elaborasi guru :

a. Membiasakan siswa memahami isi teks dengan baik dan benar

b. Memfasilitasi siswa membahas kosakata baru

c. Memfasilitasi siswa menentukan struktur umum dari teks tersebut

d. Memfasilitasi siswa menyusun kalimat berdasarkan generic structure atau langkah

retorika dari teks tersebut

e. Memfasilitasi siswa menulis esai procedure text

f. Memfasilitasi siswa melalui pemberian tugas

Konfirmasi

Dalam kegiatan konfirmasi guru :

a. Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan

pada siswa yang telah dapat menyelesaikan tugasnya

b. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang

sudah dilakukan

c. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti materi

Kegiatan Akhir (10 menit)

a. Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan

b. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi yang diajarkan

H. Sumber/Bahan/Alat

1. Buku teks yang relevan

2. Modul

3. Gambar berurutan

4. www.wikihow.com

I. Penilaian

1. Indikator, Soal, dan Kunci Jawaban

Indikator Pencapaian

Kompentensi

Teknik

Penilaian

Bentuk

Instrumen

Instrumen/Soal

a. Memahami teks

prosedur

b. Menentukan

struktur bahasa dari

teks tersebut

c. Menyusun teks

prosedur

d. Mengidentifikasi

teks prosedur

e. Menjawab

pertanyaan

berdasarkan teks

tersebut

Tes tulis

Tes tulis

penugasan

Melengkapi

Menyusun

kata acak

Esai bebas

Tugas rumah

a. Complete the

sentence

b. Rearrange the

words into

good sentence

c. Write down

list of

instruction

d. Listen and

make a draft

of retelling

procedure text

2. Pedoman Penilaian

a. Pedoman Penilaian

Nilai maksimal = 100

Nilai Perolehan =

x 10

b. Rubrik Penilaian

No Aspek yang dinilai Skor

1 Ketepatan isi dan tema 0-20

2 Struktur kalimat 0-20

3 Koheresi antar kalimat 0-10

4 Kompleksitas (ketepatan penggunaan kata dan

istilah)

0-20

5 Tanda baca 0-15

6 Ejaan kata 0-15

Skor maksimum 100


Guru Pamong

Rosmiati, S.Pd

NIP :

Mahasiswa Peneliti

.

Ilmaddin

NIM : 10535 3908 09

Kepala SMK Negeri 3 Makassar

Dra. Suriana Bando, M.Pd.

NIP: 196107091986032012







Skill : Menulis




B. Kompetensi Dasar








dari teks tersebut







jawab.




teks tersebut








1. Menulis teks prosedur

2. Mengidentifikasi teks prosedur

3. Menjawab pertanyaan berdasarkan teks tersebut

E. Materi Pokok

How to Make a Twitter Account

1. ……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

2. ……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

3. ……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

4. ……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

5. ……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

6. ……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......

……………………….......


Picture Sequence








Eksplorasi



diajarkan

b. Memberikan kesempatan kepada peserta didik membaca teks tersebut

Elaborasi


a. Memfasilitasi siswa membuat akun Twitter

b. Memfasilitasi siswa melalui pemberian tugas

Konfirmasi





sudah dilakukan







2. Modul

3. Gambar berurutan

4. www.wikihow.com

I. Penilaian



Kompentensi

Teknik

Penilaian

Bentuk

Instrumen

Instrumen/Soal

a. Memahami teks

prosedur

b. Menentukan


teks tersebut

c. Menyusun teks

prosedur

d. Mengidentifikasi

teks prosedur

e. Menjawab

pertanyaan

berdasarkan teks

tersebut

Tes tulis

Tes tulis

penugasan

Melengkapi

Menyusun

kata acak

Esai bebas

Tugas rumah

a. Complete the

sentence

b. Rearrange the

words into

good sentence

c. Write down

list of

instruction

d. Listen and

make a draft

of retelling

procedure text




Nilai Perolehan =

x 10

b. Rubrik Penilaian






istilah)

0-20

5 Tanda baca 0-15

6 Ejaan kata 0-15

Skor maksimum 100


Guru Pamong

Rosmiati, S.Pd

NIP :

Mahasiswa Peneliti

.

Ilmaddin

NIM : 10535 3908 09



NIP: 196107091986032012







Skill : Menulis




B. Kompetensi Dasar








dari teks tersebut







jawab.




teks tersebut








1. Membuat email

2. Membuat akun Kompasiana Blog

E. Materi Pokok

How to Make a Kompasiana Account

1. …………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

2 …………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

3 …………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

4 …………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

5 …………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

6 …………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………


Picture Sequence








Eksplorasi



diajarkan

b. Memberikan kesempatan kepada peserta didik membuat akun Kompasiana

Elaborasi


a. Memfasilitasi siswa menulis esai procedure text lalu meng-uploadnya ke akun

Kompasiana Blog

b. Memfasilitasi siswa melalui pemberian tugas

Konfirmasi





sudah dilakukan







2. Modul

3. Gambar berurutan

4. www.wikihow.com

I. Penilaian



Kompentensi

Teknik

Penilaian

Bentuk

Instrumen

Instrumen/Soal

a. Memahami teks

prosedur

b. Menentukan


teks tersebut

c. Menyusun teks

prosedur

d. Mengidentifikasi

teks prosedur

e. Menjawab

pertanyaan

berdasarkan teks

tersebut

Tes tulis

Tes tulis

penugasan

Melengkapi

Menyusun

kata acak

Esai bebas

Tugas rumah

a. Complete the

sentence

b. Rearrange the

words into

good sentence

c. Write down

list of

instruction

d. Listen and

make a draft

of retelling

procedure text




b. Rubrik Penilaian






istilah)

0-20

5 Tanda baca 0-15

6 Ejaan kata 0-15

Skor maksimum 100


Guru Pamong

Rosmiati, S.Pd

NIP :

Mahasiswa Peneliti

.

Ilmaddin

NIM : 10535 3908 09

Nilai Perolehan =

x 10



NIP: 196107091986032012







Skill : Menulis




B. Kompetensi Dasar








dari teks tersebut







jawab.




teks tersebut








1. Mengisi akun Kompasiana dengan teks prosedur

2. Saling berkomentar tentang teks prosedur kelompok lain pada kotak dialog di akun

Kompasiana

E. Materi Pokok

How to Publish a Paper in Kompasiana

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Picture Sequence








Eksplorasi



diajarkan

b. Memberikan kesempatan kepada peserta didik mengamati kanal-kanal yang ada di

Blog Kompasiana

Elaborasi


a. Memfasilitasi masing-masing siswa menulis mempublish teks prosedur di akun

Kompasiana

b. Memfasilitasi siswa memberi komentar terhadap tulisan siswa lain

Konfirmasi





sudah dilakukan







2. Modul

3. Gambar berurutan

4. www.wikihow.com

I. Penilaian



Kompentensi

Teknik

Penilaian

Bentuk

Instrumen

Instrumen/Soal

a. Memahami teks

prosedur

b. Menentukan


Tes tulis

Tes tulis

Melengkapi

Menyusun

kata acak

a. Complete the

sentence

b. Rearrange the

words into

teks tersebut c. Menyusun teks

prosedur

d. Mengidentifikasi

teks prosedur

e. Menjawab

pertanyaan

berdasarkan teks

tersebut

penugasan

Esai bebas

Tugas rumah

good sentence c. Write down

list of

instruction

d. Listen and

make a draft

of retelling

procedure text




b. Rubrik Penilaian






istilah)

0-20

5 Tanda baca 0-15

6 Ejaan kata 0-15

Skor maksimum 100


Guru Pamong

Rosmiati, S.Pd

NIP :

Mahasiswa Peneliti

.

Ilmaddin

NIM : 10535 3908 09

Nilai Perolehan =

x 10



NIP: 196107091986032012

83

APPENDIX 7

The Documentation of the Study

Tuesday, 1st September 2015

TKJ 2 Control Class

Tuesday, 8 September 2015

TKJ 2 Control Class

84


Experimental Class TKJ 1


Experimental Class TKJ 1

CURRICULUM VITAE

ILMADDIN, was born on July, 21th

1990 in Lombe. He is the first

child on his family from the marriage of her parents, La Kandari

(Father) and Kamriah (Mother). He has two sisters and two brothers.

He finished his study at SD Negeri 08 Raha in 2002, at SMP Negeri

02 Raha in 2005, at SMK Negeri 02 Raha 2008. Then, he registered as

a student of Muhammadiyah University of Makassar in English Department Education in 2009.

Besides study at Muhammadiyah University of Makassar, he was active in several organizations,

either in campus or outside campus, such as LKIM-PENA, KNPI Sulsel, Masika ICMI

Makassar, and LDII Sulsel.

At the end of his study, He could finish his thesis with title Teaching Procedure Text

Through Kompasiana Blog at SMK Negeri 3 Makassar.

teaching writing procedure text through kompasiana …

Documents