FINAL PROJECT PROPOSAL
THE
USE OF UPDATING STATUS IN GROUP ON FACEBOOK TO IMPROVE WRITING SKILL FOR
SEVENTH GRADERS OF MTs AL ASROR SEMARANG
RIZA MAHFUDZ
2211412062
english
department
faculty of
languages and arts
semarang state
university
2014
1.
TITLE
The title of the study is “The Use of Updating Status in Group on
Facebook to Improve Writing Skill for Seventh Graders of MTs Al-Asror
Semarang”.
2.
BACKGROUND OF THE STUDY
Writing
is the important skill in communicating the writers’ thought to the reader because
the writers can express their thought or feeling in text. Writing products such
as books, newspapers, and so on can be read whenever the readers want because
it is more authentic than when someone listens to others who are speaking.
Writing product can be meaningful if it can be understood by the readers and it
can give benefits for them. By composing correctly, the readers will easily
understand what the writers’ thought. After understanding the meaning exactly,
the content of it can add the readers’ knowledge. So, it can give some benefits
for the readers.
Writing
is one skill of language that needs at least two components of language such as
vocabulary, the most important component because it is the first component that
has to be learned by second or foreign language learners, and grammatical
features. It is used by the writers to convey what they think or imagine to the
readers so that the readers can know the writers’ meant. For the reason, the
tasks of writers are making a text become understandable in order to the
message of the writer can be received by the readers. In fact, composing or
constructing a coherent text, however, is so difficult thing that is faced by
most of the beginning writers especially for the second even for the foreign
language learners like Indonesian learners.
For
foreign language learners, Indonesian learners, they have to make more much
efforts to be able to construct or compose the good text. First thing that they
have to be done is mastery of vocabularies. Most of them have not master
vocabulary yet because when they do not know some words and they are asked to
look the words up in a dictionary, they do not want because they think that it
is not simple (taking a long time to do that). It may be caused by the
technology that can help their activities in short time such computer or
notebook. Besides that, Indonesian learners have been influenced by social
media on internet like Facebook, Twitter, BBM, and so forth. So, they always
want something that is simple, practical, and easy to be gotten.
From
the eases that Indonesian learners get from internet, they should be able to
make it as media for learning. For example, Facebook which becomes the most
popular site in communicating with others should be interesting media for learning
in improving English writing skill. Here they can write what they feel by
updating status using English in simple paragraph, and then their friends in
the group also can improve their writing skill by posting and giving comment or
correction to the fiend’s status in English. Yet, in fact they use Facebook
just to have fun with their friend by uploading photos, updating status,
chatting, etc. When they want to make some sentences in one paragraph, they use
most simple words which are monoton because they only use same word. For
example, they use word “happy” in the first expression and the other expressions. Whereas, they can use word
“glad” to replace it. Besides that, they do not apply the grammatical rules in the
expression/ sentence because it is more difficult than mastering vocabulary.
Grammatical
feature is the second key to make a text becomes coherent. Indonesian learners
assume that it is the component of language that is most difficult to be
learned. It needs more time than learning vocabulary. Most of the Indonesian
writers especially the beginning level who write English texts or even books
make a lot of mistakes in grammar. They may make overgeneralization, omission
some parts of grammar of a sentence, ‘misinformation’, ‘misordering’, or ‘transferring’.
All of them are caused by in Indonesian there is no rules like in English.
According to Indonesian people, when they learn English as foreign language,
they meet difficulty because their environment does not support the achievement
of learning English.
3.
REASONS FOR CHOOSING THIS TOPIC
I choose the topic because I think that many people in Indonesia
especially the seven graders of MTs Al-Asror still get difficulty in writing
their foreign language, English, but they easily write in their native language
what they feel by updating their status on Facebook which is the popular social
network on internet to communicate what they feel and what they want to inform
to their friends. I think it can be way for them to improve their writing skill
by updating status on Facebook and the others comment the status. So it can be
effective because their writing skill is practiced continuously and be
beneficial for them if they improve their skill in writing rather than they
only use their account of Facebook to do something that is meaningless for
them.
4.
RESEARCH PROBLEMS
From the
background of the study above, we can make some questions to solve the
problems.
1)
What should the importance of
writing be known by the seventh graders of MTs Al-Asror in writing simple sentence
with correct grammatical features and varieties of vocabularies in group on
Facebook?
2)
How do the seventh graders of MTs
Al-Asror write simple paragraph that can convey their feeling with correct
grammatical features and varieties of vocabularies?
5.
OBJECTIVES OF THE STUDY
The followings are the objective that will be reached of the
study:
1)
To explain the importance of
writing that must be known by the seventh graders of MTs Al-Asror in writing
simple sentence in group on Facebook.
2)
To explain the way how to write simple sentence with some
varieties of vocabularies and correct grammatical features in group on
Facebook.
6.
SIGNIFICANCES OF THE STUDY
The result of the study
are hoped to give benefits for teachers, the researcher, and the other
researchers:
( 1)
Theoritically
The result of the study can give
knowledge that can be beneficial for the readers and can the next related
researchers to be reviewed.
( 2)
Practically
The result of the study can be practical
for the teachers who want to find the other strategy or media to be applied in
teaching writing in improving the
students’ writing skill.
( 3)
Pedagogically
This interesting approach can be used as a solution
to improve students’ writing
skill especially in writing simple
sentence in group on Facebook with some varieties of vocabularies and correct
grammatical rules.
7.
REVIEW OF RELATED LITERATURE
7.1.
General Concept of Writing
This subchapter will discuss about the general meaning of writing, the
importance of writing, and the steps in writing. The discussions are as follows:
7.1.1.
General Meaning of Writing
Writing is an activity in composing
a sequence of sentences arranged in particular order and linked together in
certain ways. Meyers (2005: 2) states that writing is an action, a process of
discovering and organizing your ideas, putting them on the paper and reshaping
and revising them. Suparno, Jonah (2006:14) argues that writing is a series of
activities going on and involve several phases, the preparatory phase, the
content development and review, as well as revisions or improvements posts,
Jonah (2006:29) argues that writing can be used as an indirect means of
communication to others to convey information. Activities is not easy to write
because writing should
be able to produce something new and can give you an idea or ideas to the
reader through writing. Another
definition of writing is proposed by Nation (2009:112) who states that writing
is an activity that can usefully be prefered for by work in other skills of listening,
speaking, and reading.
This preparation can make it possible for words that have been used receptively
to come into productive use. Based on that definition, it can be concluded that
writing is a conscious process in which the writer discovers, organizes, and
communicates his or her idea or thought to the readers by using words and
sentences that are put together in written form and influenced by the
constraints of genres.
Writing is not only putting words
together in one paragraph, but it needs more complex process where we have to
concern and use certain grammatical rules in organizing information in order to
be good writing. Kim, Y & Kim, J (2003) states that “students, learning
English composition as a second or foreign language, struggle with many structural
issues including selecting proper words, using correct grammar, generating
ideas, and developing ideas about specific topics”. Moreover, Archibald (2004)
states that
Writing
is not only the process the writer uses to put words to paper but also the resulting
product of that process. This process and product are also conditioned by the
purpose and place of writing (its audience and genre). Writing in a second
language is further complicated by issue of proficiency in the target language,
first language literacy, and differences n culture and rhetorical approach to
the text.
Based on the explanation above, in
teaching writing teacher should give the students a clear understanding about
the importance of writing. Giving some exercises in writing and using some
techniques are good ways to improve their motivation in writing. The techniques
that can be used to make writing simple sentences in English is easy is by
updating status in group on Facebook using simple sentence with some varieties
of vocabulary and correct grammatical features. Some varieties of vocabulary
means that the students are expected to use synonym words such as “sometimes”
can be replaced with “occasionally” and so on. I think it will be interesting
if using media like Facebook because it is the most popular media right now.
7.1.2.
Importance
of Writing
Writing as one of
language skills has given a prominent contribution in students’ life. It has
been the part of human’s culture. It is proven that there is a lot of
information in our daily life which is in the form of written text such as
book, newspaper, magazine, brochure, invitation, written announcement, notice,
attention, caution, and so on. All of those are made to convey message to other
people so they can get and share information easily. The importance of writing
is explained by Ramelan. He says that
Writing is a part of a man culture because it
can be used to preserve ideas and also speech sound. From the quotation, I can
conclude that writing is the means of recording of what it wants to share in
form of written language. It is done due to the more fact of our remembrance
(Ramelan 1992:9).
Definitely, writing activity has
great meanings in our life. It is how much the world communicates. If we do not
write, we cut ourselves off from a large community. We cannot imagine how if
writing does not exist, there would not be development in the society.
Everything would be so difficult to do.
Writing as one of the language
skills, has given an important contribution to human works. The importance of
writing can be seen in people’s daily activities. There are a lot of things
that needs to explain in a written form to share the information. It is
impossible if people tell the information one by one orally. Writing makes life
easier. People in big cities even in small village may get the correct
information of media such as papers, newspaper, magazines, tabloids, and so on.
Moreover, a lot of people can communicates what they want to inform to other
people over long distance only in short time by writing. For example, it can be
SMS, message through facebook, twitter, email, and so forth. Another importance
of writing especially in writing English is we can see on the job requirement.
For instance, most companies require their applicants to be fluent in writing
and speaking English. The opportunity to be accepted in the company is bigger
if someone is able to write well and master written English. That is why at
least everyone should be able to write in English.
7.1.3. Elements of
Paragraph Writing
There are several ways
of looking at paragraph. One of them is the paragraph as a basic unit of
organization in writing in which a group of related sentences develops one main
idea (Oshima and Hogue, 2006: 16). Meanwhile, Meyers (2005:13) says that “a
paragraph is a group of sentences”. In other words, a paragraph is a group of
logically related sentences that discuss a smaller idea. In other words, a
paragraph is a group of logically related sentences composed of unified parts
based on a single idea that the writer uses to express his intended meaning to
the readers. It means that, in a paragraph, there must be a main idea that is
called a topic sentence. The topic sentence is, then, elaborated in several
sentences called supporting sentences. This elaboration may be summed up in the
last sentence called a concluding sentence.
Writing is not only a
simple activity which is done by children to shape the words individually, but
it is related to composing of paragraph or text, and of course grammar,
punctuation, capitalization, diction, and everything about English writing.
Moreover, there are some other requirements the writer should consider in
writing a good paragraph. He has to pay attention in all aspects of writing for
example grammatical structure, the topic sentence, supporting sentences, and
also cohesion, coherence, unity, and completeness of the paragraph.
1) Cohesion
One of the
characteristics of a good paragraph is cohesion. A paragraph has cohesion when
all supporting sentences stick together in their support of the topic sentence.
The method of connecting sentences to each other is called cohesive devices.
Five important cohesive devices are linking words, personal pronoun, definite
article, demonstrative pronoun, and synonym (Boardman, 2002: 36)
2) Coherence
Another characteristic
of a good paragraph is coherence. In order to have coherence in writing, the
sentence must hold together that is the movement from one sentence to the next
must be logical and smooth. It means that a paragraph in writing has the right
order with the clear process.
3) Unity
Every good paragraph has
unity, which means that only one min idea is discussed. By unity, the writing
product will be easier to be understood because it only talks about one topic
from the beginning to the end. In short, a paragraph has unity when all
sentences in it work together to make and support the main idea.
4) Completeness
Another characteristic
of a good paragraph is completeness. “A paragraph is complete when it has all
the major supporting sentences in needs to fully complete the topic sentence
and all the minor supporting sentence” (Boardman, 2002: 47). So, the complete
paragraph contains details and fact, such as specific, individually data,
figure, location, signals or statistical details. A good paragraph will have enough
sentences to explain the topic.
7.1.4. Steps in
Writing
Writing is a process,
not merely a product, it is a process that involves at least four distinct
steps: prewriting, drafting, reviewing, and editing. It is known in a recursive
process. While the writers are reviewing, they might have to return to the
prewriting step to develop and expand their ideas. Harmer (2004: 6) states that
“Even when they get to what they think in their first draft, they may find
themselves changing their mind and re-planning, drafting or editing”.
According to Harmer (2004:4-5)
writing process should have four main elements as follows: (1) Planning. As the
first stage, the writers have to think about three main issues: the purpose of
their writing, the audience they are waiting for, and the content structure of
the piece; (2) Drafting. This is the first version of a piece of writing and it
will produce on the way to final version; (3) Editing (reflecting and
revising). Once the writers have produced a draft they then usually read
through what they have written to see where it works and where it does not.
Perhaps the order of the information is not clear. In this stage the writers
need to reflect and revise their writing on some aspects such in the order of
the information, the way they write, dictions, grammatical accuracy, etc. in
order to make their writing better; (4) Final version. The final version can be
produced after the writers edit the draft and make the changes they consider to
be necessary. This is different faces both the original and the first draft,
because things have changed to the editing process.
7.2.General Concept of
Facebook
Facebook is a social networking website that was
originally designed for college students, but is now open to anyone 13 years of
age or older. Facebook users can create and customize their own profiles with
photos, videos, and information about themselves. Friends can browse the
profiles of other friends and write messages on their pages.
Each Facebook profile has a "wall," where friends can post
comments. Since the wall is viewable by all the user's friends, wall postings
are basically a public conversation. Therefore, it is usually best not to write
personal messages on your friends' walls. Instead, you can send a person a
private message, which will show up in his or her private Inbox, similar to an e-mail message.
Facebook allows each user to set privacy settings, which by default are pretty
strict. For example, if you have not added a certain person as a friend, that
person will not be able to view your profile. However, you can adjust the
privacy settings to allow users within your network (such as your college or
the area you live) to view part or all of your profile. You can also create a
"limited profile," which allows you to hide certain parts of your profile
from a list of users that you select. If you don't want certain friends to be
able to view your full profile, you can add them to your "limited
profile" list.
Another feature of Facebook, which makes it different from MySpace, is the ability
to add applications
to your profile. Facebook applications are small programs developed
specifically for Facebook profiles. Some examples include SuperPoke (which
extends Facebook's "poke" function) and FunWall (which builds on the
basic "wall" feature). Other applications are informational, such as
news feeds and weather forecasts. There are also hundreds of video game
applications that allow users to play small video games, such as Jetman or
Tetris within their profiles. Since most game applications save high scores,
friends can compete against each other or against millions of other Facebook
users.
Facebook provides an easy way for friends to keep in touch and for
individuals to have a presence on the Web without needing to build a website.
Since Facebook makes it easy to upload pictures and videos, nearly anyone can
publish a multimedia
profile. Of course, if you are a Facebook member or decide to sign up one day,
remember to use discretion in what you publish or what you post on other user's
pages. After all, your information is only as public as you choose to make it.
7.3.General
Concept of Action Research
Many different approaches in studying the
language teaching and learning that can be useful, one of them is action
research. There are three topics discussed here: definitions, characteristics,
and step of action research.
7.3.1.
Definition of Action Research
Action research becomes popular because this
kind of research could offer new approach and procedure that promise direct
effect in form of repairing and increasing teacher professionalism in carrying
out teaching and learning process on implementing his programs that has done in
the classroom. In this case, the teacher becomes theorizing practitioner.
Action research is a group of activity and a
piece of descriptive research carried out by a teacher in his/her own
classroom. Besides that, action research is designed as the systematic
collection and analysis of data relating to the improvement of scene area of
professional practice.
From the definition above, I can conclude that
action research is an action in a research which is done by a teacher or researcher
in his/her own classroom systematically through his/her self-reflection to
solve the problem faced by the students and to improve learning and teaching
process so that the result of the students improve as well.
7.3.2.
Characteristics of Action Research
As quoted by Fatmawati in Priyono (1999: 8) the
characteristics of action research are: (1) On the job problems oriented. It
means that the subject of action research study is the daily problems faced in
everyday life; (2) Problem solving oriented. Action research is held with the
main of solving certain problem; (3) Improvement oriented. Action research is
always meant to make changes and improvement; (4) Multiple data collection. An
action research consist of several methods which are used to collect the data,
such as observation, test, interview, and questionnaire, etc.; (5) Cyclic.
Actions are implemented with certain order in planning, observing, action, and
reflecting; (6) Participatory collaboration. The researcher cooperates with
other people to heighten the validity of the observation.
7.3.3.
Steps of Action Research
Steps in action research means
discussing the way to conduct an action research. According to Kemmis cited in
Mills (2003), a cycle consists of four steps. They are planning, action,
observation, and reflection.
The steps which are carried out are presented
as follows: (1) Planning. Plan means identify the problems area. It is
conducted before the researcher starts the action research; (2) Action. Doing
action is the main phase of action research. It is the implementation of the
plan that the researcher has made to solve the problems; (3) Observing. The
researcher has to observe all activities during the research to analyze whether
solution was successful or not; (4) Reflecting. A reflection is an effect to
inspect what has been done. The result of it is used to establish the next
steps of the research.
7.4.Concept of
the Study
The researcher intends to improve the writing
skill of the seventh graders of MTs Al-Asror Semarang. The media used by the researcher
is Facebook. Here the researcher makes a group on Facebook for English class in
order the students can post what they feel in the group on Facebook by using
English with some varieties of vocabulary and correct grammatical rules. The
procedures are first, each of students is asked to post what they feel in
simple paragraph, and then they should give correction to their friends’ post
if it is necessary. After that, the researcher will discuss the posts in the
classroom.
8.
METHOD OF INVESTIGATION
Here the researcher presents the method that is used in this
investigation. It is divided into five subsections: research design, object of
the study, population and sample, research variables and hypothesis, type of
data, instrument for collecting data, method of collecting data, and method of
analysing data.
8.1.Research
Design
In this
research, the researcher was intended to give action to improve the writing
skill in composing simple sentence of seventh graders of MTs Al-Asror Semarang
in group on Facebook. In this research the classroom action research with the
cycle model will be applied. While Dick (2002) states that, action research is
a flexible spiral process which allows action (change, improvement) and
research (understanding, knowledge) to be achieved at the same time.
Based on the
definition above, it can be concluded that a classroom action research is a
form of reflective inquiry that is intended to solve a specific problem which
is encountered by the students in the classroom. It enables the practitioners
to better realize such qualities in their practice. According to Supardi
(2006:110-111) mentions there are three characteristic of action research. They
are 1) inquiry reflective which has one of characteristics of action research.
It refers to the problem which is rising of the study; 2) collaborative is the cooperation between the researcher and the
teacher who usually teaches the classroom.
The cooperation is depended on the aim of action research that is to
increase the educational qualities. It is held of planning, acting to observing
stage; 3) Reflecting is done in the last of a set of activities research. It is
to be able to evaluate the result of the students which illustrate the
development of the treatment that has been done.
Figure 8.1. Diagram of Action Research
The illustration of the
diagram above can be used in both of cycles. For the detail explanation this
research presents as the following.
a.
Planning
Planning is the
first step in arranging the activities in learning and teaching or usually
called lesson plan. It is as guideline to bring the class in teaching and
learning activities. It has to be suitable with what the students’ need in
improving their writing skill in composing simple sentence. So, here a
treatment is needed for the students of seventh grade of MTs Al-Asror to solve
their problems in writing simple sentence with some varieties of vocabularies
and correct grammatical rules.
b.
Acting
At the acting
stage, what they have planned in planning step has to be implemented or arranged
in teaching and learning activities. This research is conducted in four
activities. The writer needs more or less five days to do this research and
during research, the writer uses a notebook and a projector as a visual aid.
c.
Observing
The writer
observed the students and the teaching learning process during the research.
The observation involved the students’ activeness and enthusiasm to the lesson,
their respond to the teacher’s question, their ability in doing exercises and
their achievement in writing test. The writer used the observation in order to
make next plan about the strategy that the writer would use in the next step.
d.
Reflecting
After doing the
treatments, the writer made reflection. In this stage, the teaching learning
during observation is valuated to get the significant improvement and to plan
the next action. After all the cycles were completed the students had post-test
in which they were asked to practice composing a simple paragraph with a
particular topic with some varieties of vocabulary and correct grammatical rule.
Then the writer compared students’ score of pre-test and post-test to know
whether or not there was a significant improvement of the students’ writing
competence through role play.
8.2.Subject of the a Research
The subject of
this study is the students of seventh
grade of MTs Al-Asror Semarang..
8.3.Procedures of Data Collection
After all the
research preparation was ready, the following thing to do is collecting the
data. It was the most significant part in research process. A researcher must
apply the proper method in order to get the complete and accurate data.
In this study,
several procedures were used in order to get the empirical data required. The
writer did both the library activity and the field activity. The library
activity included searching for the materials related to the topic of the
research from various sources. After all the related materials were gathered,
the writer applied them in the field research.
This research
was carries out in a sequence of processes. First, the students were given a
pre-test to get the initial data of students’ writing skill. Then, the teacher
gave treatments or teaching-learning activities to eliminate the problems that
the students dealt with. Finally, the students were given a post-test to get
the data of students’ improvement in their writing competence.
8.4.Instruments
Elliot
(1991:77-80) mentions that the action research has technique gathering the
data:
8.4.1. Document analysis
Document
provides information, which is relevant to the problem of investigation. In the
action research that is specifically empowered the educational process; the
document could include syllabuses, curriculum report, examination papers and
tests used, etc.
8.4.2. Test
It was
explained that the data which is revealed in research can be divided into three
kinds; they are fact, opinion, and ability. To measure there are or not and the
great of object ability that is researcher, it is used test.
The test instrument
can be used to measure the basic ability and achievement or performance,
particularly for learning achievement test that is usually used at school. The
method in this research is used to measure the students’ ability in writing.
Later the result of the test is data for getting the result of the research. It
is in the form of percentage.
In this study
used the closed practically to measure the writing ability toward English. The
writer presents the scoring of five items: fluency, grammar, vocabulary,
content, and spelling.
Table 8.1. Indicators of Writing Ability
|
Aspect
|
Indicators
|
E
|
Vg
|
G
|
Av
|
P
|
Vp
|
|
Fluency
|
This refers
the ability to compose a
simple paragraph which is understandable.
|
|
|
|
|
|
|
|
Grammar
|
This refers
the ability to use correct
grammatical rules.
|
|
|
|
|
|
|
|
Vocabulary
|
This refers
the ability to use some
varieties of vocabulary in each sentence of the paragraph (similar words or
synonym).
|
|
|
|
|
|
|
|
Content
|
This refers
the ability to make all
sentence of the paragraph support to the topic or idea, highly organized.
|
|
|
|
|
|
|
|
Spelling
|
This refers
the ability to compose or
construct writing with no errors.
|
|
|
|
|
|
|
Note:
E : Excellent
Vg : Very Good
G : Good
Av : Average
P : Poor
Vp :
Very Poor
A subject’s score is determined by summing up
valves assigned to individual response, to score the scale, the response
credited 6, 5, 4, 3, 2, 1 from favorable to unfavorable or very good, good,
average, poor, and very poor. Conversely, the response options were credited 1,
2, 3, 4, 5, and 6 from unfavorable to favorable.
Table 8.2. The Score of Writing Ability
|
Positive
Statement
|
Score
|
|
Excellent
|
6
|
|
Very Good
|
5
|
|
Good
|
4
|
|
Average
|
3
|
|
Poor
|
2
|
|
Very Poor
|
1
|
8.4.3. Checklist and
Questionnaires
Checklists are
sets of question one answer oneself. It should be always be used in conjunction
with more open and less structures techniques of monitoring. On the other hand,
questionnaires are lists of questions one wants to ask other people. It is one
way of checking whether other participant in the situation would give the same
answer to the kind of questions one has asked oneself.
8.5. Technique of Data Analysis
The observation
of writing is influenced by the fluency, grammar, vocabulary, content, and
spelling which are important part to be applied in writing test.
8.5.1.
Analyzing of students’ writing
achievement for the test
According to
Brown (2003:141) says that the test taker is hopefully to assign a score
ranging started from 1 to 6 for each of writing traits (fluency, grammar,
vocabulary, content, and spelling). The score ranging that is known as FBI
levels is subdivided into pluses and minuses.
The data is
expressed in term of the following categories: excellent (E), very good (Vg),
good (G), average (Av), poor (P), and very poor (Vp). To score the scale, the
respond options were (related 6, 5, 4, 3, 2, 1 or from the favorable to
unfavorable statement). By summing up the item credits are their answer, it
presents the individual total score of the students. Then the score are graded
into five categories.
The measurement
of students’ achievement stated by Harris was interpreted as follows.
Table 8.3. The Score Grade
|
Criteria
of Assessment
|
Categories
|
|
91-100
|
Excellent
|
|
81-90
|
Very Good
|
|
71-80
|
Good
|
|
61-70
|
Average
|
|
51-60
|
Poor
|
|
Less
than 50
|
Very Poor
|
The Mark = 
The Percentage =
8.5.2.
Analysis of
questionnaire
The questionnaire
was analysed by counting the number of students who answer at each response.
Because the distributed questionnaire was categorized as close-ended questions,
the respondents just write a checklist (√) on the available columns.
9.
OUTLINE OF THE
RESEARCH REPORT
Title
Statement of
Originality
Acknowledgements
Abstract
Table of Contents
Table of Figures
Table of Appendixes
Chapter
1.
Introduction
1.1.
Background of the
Study
1.2.
Reasons for Choosing
the Topic
1.3.
Research Questions
1.4.
Purposes of the Study
1.5.
Significance
1.6.
Outline of the Report
2.
Review of Related Literature
2.1.
Previous Studies
2.2.
Theoretical Background
2.3.
Framework of the
Present Study
3.
Methods of Investigation
3.1.
Research Design
3.2.
Object of the Study
3.3.
Population and Sample
3.4.
Research Variables and
Hypothesis
3.5.
Type of Data
3.6.
Instrument for
Collecting Data
3.7.
Method of Collecting
Data
3.8.
Method of Analyzing
Data
4.
Results of the Study
4.1.
General Description
4.2.
Detail Results
4.3.
Discussion
5.
Conclusions
Appendixes
Bibliography
10. BIBLIOGRAPHY
Liuerance, S. 2012. Be a Better Writer: Tips to Improve Your Writing-No Matter What You
Write!. Online. Available at: http://bookboon.com/en/search?q=be+a+better+writer
. (accessed: 11/29/13)
Nikitina, A. 2012. Improve Your Writing Skills. Online. Available at: http://bookboon.com/en/search?q=improve+your+writing+skills.
(accessed: 11/29/13)
Wyrick, J. 2011. Step
to Writing Well with Additional Readings, Eighth Edition. Online. Available
at: http://en.bookfi.org/book/1389364
. (accessed: 12/05/13)
Dorner, J. 2003. One
Step Ahead Writing for The Internet. Online. Available at: http://en.bookfi.org/book/624989
(accessed: 12/05/13)
Baehr, C. and Schaller, B. 2010. Writing for the Internet: a Guide to Real
Communication in Virtual Space. Online. Available at: http://en.bookfi.org/book/1207006
(accessed: 12/05/13)
Harmer, J. 2004. How
to Teach Writing. Online. Available at: http://en.bookfi.org/book/1465303
(accessed: 12/05/13)
Sundem, G. 2007. Improving
Student Writing Skills (Professional Development for Successful Classrooms.
Online. Available at: http://en.bookfi.org/book/1283064 (accessed: 12/05/13)
Hinkel, E. 2004. Teaching
Academic ESL Writing: Practical Techniques in Vocabulary and Grammar.
Online. Available at: http://en.bookfi.org/book/1119215
(accessed: 12/05/13)
Grenville, K. 2003. Writing from Start to Finish: A Six-Steps Guide. Online. Available
at: http://en.bookfi.org/book/546394
(accessed: 12/05/13)
DeVoss, D.N., Eidman-Aadahl, E., and Hicks, T. 2010.
Because Digital Writing Matters:
Improving Student Writing in Online and Multimedia Environtments. Online.
Available at: http://en.bookfi.org/book/1400051
(accessed: 12/05/13)
Kellogg, R.T. 2008. Training writing skills: A
cognitive developmental perspective. Journal of writing research, 1(1), 1-26.
Retrieved from:http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F%2Fwww.jowr.org%2FCcount%2Fclick.php%3Fid%3D10&ei=w13CUruIBOKoiAectIH4DA&usg=AFQjCNE30pT7ETGIguU1YEl0Kj_0EVKJKg&sig2=1NrxcKAddBJ7fPLSfXrHhw&bvm=bv.58187178,d.dGI
(accessed: 11/30/13)
Van Waes, L., & Schellens, P. J. 2003. Writing
profiles: The effect of the writing mode on pausing and revision patterns of
experienced writers. Journal of Pragmatics, 35, 829-853. Retrieved from: http://www.ingentaconnect.com/content/els/03782166/2003/00000035/00000006/art00121 (accessed: 11/30/13)
Graham, S., & Perin, D. 2007. A meta-analysis of
writing instruction for adolescent students. Journal of Educational
Psychology, 99, 445-476. Retrieved
from: http://doc.renlearn.com/KMNet/R004250923GJCF33.pdf (accessed: 11/30/13)
Kellogg, R.T. 2008. Training writing skills: A
cognitive developmental perspective. Journal
of writing research, 1(1), 1-26.
Retrieved from:http://www.jowr.org/articles/vol1_1/JoWR_2008_vol1_nr1_Kellogg.pdf(accessed: 11/30/13)
Rijlaarsdam, G., Braaksma, M., Couzijn, M.,
Janssen, T., Raedts, M., Van Steendam, E., Toorenaar, A., & Van den Bergh,
H. 2008. Observation of peers in learning to write, Practice and Research. Journal
of Writing Research, 1 (1), 53-83. Retrieved from: http://dare.uva.nl/document/131601 (accessed: 11/30/13)
