STORYBIRD: DEVELOPING STUDENT’S WRITING SKILL · Instagram, and (2) whether Storybird is more...

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STORYBIRD: DEVELOPING STUDENT’S WRITING SKILL

(An Experimental Study at the VIII Grade of SMP Al-Azhar Syifa Budi Solo

in the Academic Year of 2017/2018).

TITLE OF THE RESEARCH

THESIS

AMANDA UMMU HANIAH

NIM. K2214005

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

2018


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ABSTRACT

Amanda Ummu Haniah. K2214005. STORYBIRD: DEVELOPING

STUDENT’S WRITING SKILL (An Experimental Study at the VIII Grade

of SMP Al-Azhar Syifa Budi Solo in the Academic Year of 2017/2018). Thesis,

Surakarta: Teacher Training and Education Faculty, Sebelas Maret University,

2018.

This study aims to find out: (1) whether there is a significant difference in

writing skill between students taught by using Storybird and those taught by using

Instagram, and (2) whether Storybird is more effective than Instagram to teach

writing. The research method used in this study is a quasi-experimental research

design with pretest-postest control-group. This study was conducted at SMP Al-

Azhar Syifa Budi Solo in the academic year of 2017/2018. The population of the

research is the eighth grade of SMP Al-Azhar Syifa Budi. The technique used to

select the sample in this study is cluster random sampling. The samples are class

VIII Abu Dawud as the experimental class which consists of 22 students and class

VIII Nasai as the control class which consists of 22 students. The data were

collected by using test instrument. The data were analysed by using t-test formula.

The computation of the t-test showed that t obtained (to) = 2.1680 is higher than t

table (42; 0.05) = 2.0181. Therefore, it can be concluded that there is a

significant difference in writing skill between students taught by using Storybird

and those taught by using Instagram. The mean score of the experimental group is

76.05, while the mean score of the control group is 71.23. Therefore, it can be

concluded that Storybird is more effective than Instagram to teach writing.

Keywords: Storybird, Instagram, writing skill.


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ABSTRAK

Amanda Ummu Haniah. K2214005. STORYBIRD: MENGEMBANGKAN

KEMPAMPUAN MENULIS SISWA (Sebuah Penelitian Eksperiman di

Kelas VIII SMP Al-Azhar Syifa Budi Solo Tahun Ajaran 2017/2018). Skripsi,

Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret,

2018.

Penelitian ini bertujuan untuk mengetahui (1) apakah ada perbedaan yang

signifikan antara siswa yang diajar menggunakan Storybird dan siswa yang diajar

menggunakan Instagram, dan (2) apakah Storybird lebih efektif daripada

Instagram untuk mengajar menulis. Metode penelitian yang digunakan dalam

penelitian ini adalah rancangan penelitian kuasi-eksperimental dengan kontrol

grup pretest-postest. Penelitian ini dilaksanakan di SMP Al-Azhar Syifa Budi

Solo tahun ajaran 2017/2018. Populasi dari penelitian ini adalah siswa kelas VIII

SMP Al-Azhar Syifa Budi. Teknik yang digunakan untuk mengambil sampel

dalam penelitian ini adalah area sampling. Sampel penelitian adalah kelas VIII

Abu Dawud sebagai kelas eksperimen yang terdiri dari 22 siswa dan kelas VIII

Nasai sebagai kelas kontrol yang terdiri dari 22 siswa. Instrumen tes digunakan

dalam mengumpulkan data. Data yang diperoleh kemudian dianalisis

menggunakan rumus t-test. Hasil perhitungan t-test menunjukan t obtain (to) =

2.1680 lebih tinggi daripada t table (42; 0.05) = 2.0181. Oleh karena itu dapat

disimpulkan bahwa ada perbedaan yang signifikan antara siswa yang diajar

menggunakan Storybird dan siswa yang diajar menggunakan Instagram. Nilai

rata-rata dari siswa yang diajar menggunakan Storybird adalah 76.05, sedangkan

rata-rata dari siswa yang diajar menggunakan Instagram adalah 71.23 Oleh karena

itu, dapat disimpulkan bahwa Storybird lebih efektif daripada Instagram untuk

mengajar menulis.

Keywords: Storybird, Instagram, writing skill.


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MOTTO

Allah akan mengangkat (derajat) orang-orang yang beriman diantarmu dan

orang-orang yang diberi ilmu beberapa derajat. Dan Allah maha teliti apa yang

kamu kerjakan.

(QS : Al - Mujadilah Ayat 11)

Kehormatan manusia adalah pengetahuannya. Orang-orang bijak adalah suluh

yang menerangi jalan setapak kebenaran. Di dalam pengetahuan terletak

kesempatan manusia untuk keabadian. Sementara manusia bisa mati, kebijakan

hidup abadi.

(Khalifah Saidinia Ali bin Abu Thalib)

Strength comes from struggle. When you learn to see your struggles as

opportunities to become stronger, better, wiser, then your thinking shifts from ‘I

can’t do this’ to ‘I must do this’

(Toni Sarenson)


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DEDICATION

This thesis is especially dedicated to

my beloved parents and my little sister

thank you for always supporting me

and giving me precious affection.

I am proud to have you.


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ACKNOWLEDGEMENT

All praises belong to Allah SWT for His blessing, helping, guiding me

during writing and finishing this thesis. The writer would like to acknowledge her

deepest gratitude and appreciation to the following:

1. Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education

Faculty of Sebelas Maret University, for this approval to write this thesis.

2. Teguh Sarosa, S.S., M. Hum, the Head of English Education Department of

Teacher Training and Education Faculty of Sebelas Maret University, for the

permission and approval to write this thesis.

3. Dr. Ngadiso, M.Pd., the writer‟s first consultant, and academic consultant, for

all his guidance, encouragement, valuable corrections, and kindness for the

writer‟s thesis during his busy schedule. May Allah always be with him all

the time.

4. Hasan Zainnuri, S.Pd., M. Pd, the writer‟s second consultant, for all guidance,

suggestions, encouragement, kindness, and patience during writing and

finishing this thesis. May Allah always bless his life all the time.

5. All the lecturers of English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University, for giving valuable

knowledge and experience for these years.

6. H. Mustaghfirin, S.Sos.I, M.Pd.I, the Headmaster of SMP AL-Azhar

Syifabudi Solo, for his permission to conduct a research at the school.

7. Melina Anggraini, S.Pd., the English teacher of SMP Al-Azhar Syifabudi

Solo, for her help, sincerity, patience, and kindness during the research.

8. All the students of SMP Al-Azhar Syifabudi grade VIII, for the cooperation

during the research.

9. The writer‟s beloved parents, Bapak Amanto and Ibu Sriningrum Andayani,

the writer‟s little sister, Amanda Rifda Labibah, for their greatest love,

support, patience, and prays.


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10. The writer‟s dearest friends: Jody, Kholily, Ariska, Ade as thesis-reminder,

Thank you for always listening and being supportive and loyal friends.

11. The writer‟s high school friends: Fahma, Astrid, Azha, Yayok, Mineta, Isnan

for the support and encouragement.

12. Her friends in English Education Department 2014, especially for class A or

A2, for the friendship and togetherness. Thank you for the endless support

during the writer‟s study and finish this thesis, she will never forget you all.

13. The members of Alumnae SEA-Teacher Batch 3 SEAMEO Project UNS

2017: Isyfan, Satya, Suci, Ayu, Risma, Hana, Alen, Uli.

14. Mb. Makna and Mb.Gedis, thank you so much for the help during writing the

thesis.

Hopefully, this thesis will give knowledge to the readers so they can

contribute for further research in the future. Any criticism and advice are highly

appreciated for the better research in the future.

Surakarta, 16 July 2018

Amanda Ummu Haniah


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TABLE OF CONTENTS

TITLE OF THE RESEARCH .................................................................................. i

PRONOUNCEMENT ............................................ Error! Bookmark not defined.

APPROVAL OF CONSULTANTS ....................... Error! Bookmark not defined.

APPROVAL OF THE BOARD OF EXAMINERS ............ Error! Bookmark not

defined.

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

ABSTRAK ............................................................................................................. vi

MOTTO ................................................................................................................ vii

ACKNOWLEDGEMENT ..................................................................................... ix

LIST OF TABLES ............................................................................................... xiv

LIST OF FIGURES .............................................................................................. xv

LIST OF APPENDICES ...................................................................................... xvi

CHAPTER I INTRODUCTION

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

B. Problem Identification .............................................................. 9

C. Problem Limitations ................................................................. 9

D. Problem Statement ................................................................. 10

E. Objectives of the Research ..................................................... 10

F. Benefits of the Research ......................................................... 10

CHAPTER II LITERATURE REVIEW

A. Writing .................................................................................... 12

1. Definition of Writing ......................................................... 12

2. Aspects of Writing ............................................................. 14

3. Process of Writing ............................................................. 17

4. Assessment of Writing ....................................................... 19

B. Technology for EFL Writing .................................................. 20

1. Storybird ............................................................................ 21

2. Instagram ........................................................................... 27


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C. Review of Related Research ................................................... 33

D. Rationale ................................................................................. 36

E. Hypothesis of the Research .................................................... 37

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Study .................................................. 38

B. Research Method .................................................................... 39

C. The Subject of the Research ................................................... 41

1. Population .......................................................................... 41

2. Sample ............................................................................... 41

3. Sampling ............................................................................ 42

D. Technique of Collecting Data ................................................. 43

E. Technique of Analysing Data ................................................. 45

1. Descriptive Analysis .......................................................... 45

2. Prerequisite Test ................................................................ 46

3. Hypothesis Test ................................................................. 48

F. The Statistical Hypothesis ...................................................... 48

CHAPTER IV RESEARCH RESULT AND DISCUSSION

A. The Description of the Data ................................................... 50

1. Pre-test Scores ................................................................... 50

2. Post-test Scores .................................................................. 55

B. Prerequisite Testing ................................................................ 60

1. Pre-test Scores ................................................................... 60

2. Post-test Scores .................................................................. 62

C. Similarity Testing ................................................................... 63

D. Hypothesis Testing ................................................................. 63

1. The First Hypothesis .......................................................... 63

2. The Second Hypothesis ..................................................... 64

E. Discussion .............................................................................. 65

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion .............................................................................. 68

B. Implication .............................................................................. 68


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C. Suggestion .............................................................................. 70

1. English Teachers ................................................................ 70

2. The Students ...................................................................... 70

3. Other Researchers .............................................................. 71

BIBLIOGRAPHY ................................................................................................. 72

APPENDICES ...................................................................................................... 76


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LIST OF TABLES

Table 2.1 Aspects of writing .............................................................................. 16

Table 3.1 Schedule of Study............................................................................... 38

Table 3.2 Readability Questions ........................................................................ 44

Table 4.1 The frequency distribution of pre-test scores of the experimental

group................................................................................................... 52

Table 4.2 The frequency distribution of pre-test scores of the control group .... 54

Table 4.3 The frequency distribution of post-test scores of the experimental

group................................................................................................... 56

Table 4.4 The frequency distribution of post-test scores of the control group .. 59

Table 4.5 The result of normality test of pre-test scores for experimental and

control group ...................................................................................... 61

Table 4.6 The result of normality test of pre-test scores for experimental and

control group ...................................................................................... 62


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LIST OF FIGURES

Figure 2.1 The process wheel of writing ............................................................. 18

Figure 2.2 Process model of writing instruction ................................................. 19

Figure 3.1 Quasi-Experimental Design with Pretest-Postest and control group . 41

Figure 4.1 The Histogram of distribution of the pre-test scores of the

experimental group ............................................................................. 52

Figure 4.2 The Polygon of distribution of the pre-test scores of the experimental

group................................................................................................... 52

Figure 4.3 The Histogram of distribution of the pre-test scores of the control

group................................................................................................... 54

Figure 4.4 The Polygon of distribution of the pre-test scores of the control group

............................................................................................................ 55

Figure 4.5 The Histogram of distribution of the post-test scores of the

experimental group ............................................................................. 57

Figure 4.6 The Polygon of distribution of the post-test scores of the experimental

group................................................................................................... 57

Figure 4.7 The Histogram of distribution of the post-test scores of the control

group................................................................................................... 59

Figure 4.8 The Polygon of distribution of the post-test scores of the control group

............................................................................................................ 60


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LIST OF APPENDICES

Appendix 1 Syllabus ....................................................................................... 77

Appendix 2 Lesson plan of the experimental group ....................................... 86

Appendix 3 Lesson plan of the control group ................................................. 116

Appendix 4 Writing test instruction ................................................................ 146

Appendix 5 Readability of writing test ........................................................... 148

Appendix 6 Result of readability of writing test ............................................. 149

Appendix 7 Students‟ questionnaire sheet ...................................................... 150

Appendix 8 Writing Scoring Rubric proposed by Brown and Bailey ............ 152

Appendix 9 Pre-test scores of experimental and control groups .................... 154

Appendix 10 Descriptive statistics of pre-test scores of experimental and control

groups ......................................................................................... 156

Appendix 11 Normality test of pre-test of experimental and control groups ... 159

Appendix 12 Homogeneity test of pre-test of experimental and control groups

..................................................................................................... 163

Appendix 13 Computation of t-test of pre-test of experimental and control

groups .......................................................................................... 165

Appendix 14 Post-test scores of experimental and control groups ................... 167

Appendix 15 Descriptive statistics of post-test scores of experimental and

control groups ............................................................................. 169

Appendix 16 Normality test of post-test of experimental and control groups .. 172

Appendix 17 Homogeneity test of post-test of experimental and control groups

..................................................................................................... 176

Appendix 18 Computation of t-test of post-test of experimental and control

groups .......................................................................................... 178

Appendix 19 Students‟ answer sheet ................................................................ 180

Appendix 20 Steps of Using Storybird for Teaching ....................................... 188

Appendix 21 Standard normal distribution table .............................................. 197

Appendix 22 Lilliefors table ............................................................................. 198

Appendix 23 Chi-square distribution table ....................................................... 199


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Appendix 24 t-distribution table ....................................................................... 200

Appendix 25 Letter of permission .................................................................... 201

Appendix 26 Photographs ................................................................................. 207

STORYBIRD: DEVELOPING STUDENT’S WRITING SKILL · Instagram, and (2) whether Storybird is more...

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