THE EFFECTIVENESS OF E-LEARNING SYSTEM USING

GOOGLE CLASSROOM TO IMPROVE STUDENTS’

NARRATIVE TEXT WRITING SKILL (A Pre-Experimental Research at the Tenth Grade of SMKN 6 BULUKUMBA)

A THESIS

Submitted at the Fullfillment to Accomplish Sarjana Degree

At Faculty of Teacher Training and Education

Makassar Muhammadiyah University

RYAN PERMADI TELADAN

10535 6321 15

ENGLISH EDUCATIONAL DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

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SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : RYAN PERMADI TELADAN

NIM : 10535 6321 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiviness of E-Learning System Using Google

Classroom to Improve Students’ Narrative Text Writing Skill

(A Pre-Experimental Research at the Tenth Grade of SMKN 6

BULUKUMBA)

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, 17 Juli 2020

Yang Membuat

Pernyataan

Ryan Permadi Teladan

vii

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : RYAN PERMADI TELADAN

NIM : 10535 6321 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiviness of E-Learning System Using Google

Classroom to Improve Students’ Narrative Text Writing Skill

(A Pre-Experimental Research at the Tenth Grade of SMKN 6

BULUKUMBA)

Dengan ini menyatakan perjanjian sebagai berikut:

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

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

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

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

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

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17 Juli 2020

Yang Membuat

Perjanjian

Ryan Permadi Teladan

viii

MOTTO

Learn from the past, live for today and plan for tomorrow

(Jangan takut terantuk, karna dengan terbentur maka kau akan terbentuk)

DEDICATIONS

In the name of Allah, I dedicated my thesis for:

My beloved parents, Baharuddin and Lindayani

My beloved Brothers, Ricky Mahendra and Tegar Halilintar

All of my friends

You are my greatest rewards

Thanks for always praying me, supporting me every day and standing by my side.

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ABSTRACT

Ryan Permadi Teladan,2020 The Effectiveness of E-Learning System Using

Google Classroom to Improve Students’ Narrative Text Wrting Skill (A Pre-

Experimental Research at the Tenth Grade of SMKN 6 BULUKUMBA).

Thesis. English Education Department, Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar. Guided by Bahrun Amin

and Maharida.

This research aimed to know the effectiveness of using google classroom in

improving students' narrative text writing skills at the tenth grade of SMKN 6

BULUKUMBA.

In this research, the researcher used one-group pretest-posttest design. There

was not control group. The researcher gave pre-test to student, then,

researcher gave the students’ treatment about writing using Google

Classroom. After treatment is given, researcher gives the student post-test.

The population in this research were the students of SMKN 6

BULUKUMBA. The researcher used random sampling were takes X TKJ 1

class as the sample of this research. The total of students in this class was 18

students.

The results showed that the t-test value was higher than the t-table value. The

t-test value of written narrative text in terms of content is greater than t-table

(7.26 > 2.10982) and the t-test value of written narrative text in terms of

coherence is greater than t-table (11.42 > 2,10982) The results calculate the t-

test of the indicators in the student's t-test in content and the coherence is

greater than the t-table (18.68 > 2.10982). It was concluded that the null

hypothesis (H0) was rejected and the alternative hypothesis (H1) was

accepted. That means that there were significant differences between the

results of student content and coherence in writing narrative text by using

Google Classroom.

Keywords : Narrative Text, Writing, Content, Coherence, Google Classroom

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ABSTRAK

Ryan Permadi Teladan,2020 The Effectiveness of E-Learning System Using

Google Classroom to Improve Students’ Narrative Text Wrting Skill (A Pre-

Experimental Research at the Tenth Grade of SMKN 6 BULUKUMBA).

Skripsi. Program studi pendidikan bahasa inggris, Fakultas Keguruan dan

Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh

Bahrun Amin dan Maharida.

Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan kelas

google dalam meningkatkan keterampilan menulis teks naratif siswa di kelas

sepuluh SMKN 6 BULUKUMBA.

Dalam penelitian ini, peneliti menggunakan one group pretest-posttest design.

Tidak ada kelompok kontrol. Peneliti memberikan pre-test kepada siswa,

kemudian, peneliti memberikan traeatment kepada siswa tentang menulis

menggunakan Google Classroom. Setelah memberikan treatment, peneliti

memberikan post-test kepada siswa. Populasi dalam penelitian ini adalah

siswa SMKN 6 BULUKUMBA. Peneliti menggunakan random sampling

dengan mengambil kelas X TKJ 1 sebagai sampel penelitian ini. Total siswa

di kelas ini adalah 18 siswa.

Berdasarkan temuan, ditemukan bahwa nilai t-test lebih tinggi dari nilai t-

tabel. Nilai uji-t teks naratif tertulis dalam hal konten lebih besar dari t-tabel

(7,26 > 2,10982) dan nilai uji-t teks naratif tertulis dalam hal koherensi lebih

besar daripada t-tabel (11,42 > 2,10982) Hasil menghitung uji-t dari indikator

dalam uji-t siswa dalam konten dan koherensi lebih besar dari t-tabel (18,68 >

2,10982). Disimpulkan bahwa hipotesis nol (H0) ditolak dan hipotesis

alternatif (H1) diterima. Itu berarti bahwa ada perbedaan yang signifikan

antara hasil konten siswa dan koherensi dalam menulis teks naratif dengan

menggunakan Google Classroom.

Kata kunci: Teks Naratif, Menulis, Konten, Koherensi, Google Classroom

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ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdulillah, the researcher expressed thank you very much for the

gratitude Allah SWT for blessing and mercy on the writer during the process until

the finished writing this thesis. Shalawat and salam are addressed to the final

chosen religious messenger, the Prophet Muhammad SAW, who has bring us

from the darkness to the brightness.

In writing this thesis the researher found many difficulties, so the researher

realized that the thesis has a lot of mistakes and weakness. In order to become

perfect, the researcher needs correction and suggestion. The researcher would like

to say thank you so much for the people who gave spirit, advice, suggestion, and

helping to write as follows:

1. My highest appreciation and deepest thankful to my beloved parents,

Baharuddin, S.Pd., M.M and Lindayani, S.Sos who always be my best

parents. And all of my family for their attention, support and their love.

2. My highest appreciation for the Rector of Makassar Muhammadiyah

University, Prof. Dr H. Ambo Asse, M.Ag.

3. My highest appreciation and deepest thankful are due to Dr. H. Bahrun

Amin, M.Hum as my first consultant and Maharida S.Pd.,M.Pd. as my

second consultant who had guided me very well during my thesis.

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4. My highest appreciation also is due to Ummi Khaerati Syam, S.Pd.,M.Pd

as the Head of English Department.

5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dean

of FKIP Muhammadiyah University of Makassar.

6. The next thank you also goes to all my friends and people closest to me,

especially for class C (Chaztals Class) in 2015, Rumah Ceria which

cannot mention one by one, thank you for your support, never forgotten,

I love you all.

7. The last thank you researcher to all EDSA (English Department Student

Association) members. Thank you very much for the experience,

knowledge, and extraordinary moments of my life.

The words were not enough to say many appreciations for their help and

contribution in finishing this thesis. May Allah SWT guides and give them the

happiness throughout your life. Finally the researcher realizes that this “thesis”

was far from being perfect. So, it was a pleasure for him to accept constructive

critiques and suggestions for improving this thesis.

May Allah, The Almighty, bless them all.

Makassar, July 2020

The Researcher

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LIST OF CONTENTS

Page

COVER ........................................................................................................... i

LEMBAR PENGESAHAN ........................................................................... ii

APPROVAL SHEET ..................................................................................... iii

COUNSELLING SHEET .............................................................................. iv

SURAT PERNYATAN .................................................................................. vi

SURAT PERJANJIAN .................................................................................. vii

MOTTO .......................................................................................................... viii

ABSTRACT .................................................................................................... ix

ACKNOWLEDGMENTS ............................................................................. xi

LIST OF CONTENTS ................................................................................... xiii

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

LIST OF FIGURES ....................................................................................... xvi

LIST OF APPENDICES ............................................................................... xvii

CHAPTER I INTRODUCTION ................................................................... 1

A. Background of the Research ................................................................ 1

B. Problem of Statement ........................................................................... 4

C. Objective of the Research .................................................................... 4

D. Significant of the Research .................................................................. 4

E. Scope of the Research ........................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE .......................... 5

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

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B. Theoretical Description ........................................................................ 7

C. Conceptual Framework ........................................................................ 19

CHAPTER III RESEARCH METHOD ...................................................... 20

A. Research Design ................................................................................... 20

B. Research Variable ................................................................................ 21

C. Population and Sample of the Research ............................................... 21

D. Instrument ............................................................................................ 22

E. Data Collection Procedure .................................................................... 22

F. Technique Analysis Data ...................................................................... 25

CHAPTER IV FINDINGS AND DISCUSSION ......................................... 29

A. Findings ................................................................................................ 29

B. Discussion ............................................................................................ 38

CHAPTER V CONCLUSION AND SUGGESTION ................................. 43

A. Conclusions .......................................................................................... 43

B. Suggestion ............................................................................................ 44

BIBLIOGRAPHY ............................................................................................ 45

APPENDICES ................................................................................................. 47

CURRICULUM VITAE

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LIST OF TABLE

Page

Table 3.1 One-Group Pretest–Posttest Design ................................................ 20

Table 3.2 Sample of The research .................................................................. 21

Table 3.3 Writing Rating Scale ....................................................................... 25

Tabel 3.4 Classifyng The Student Score in Writing ........................................ 26

Table 3.5 Hypothesis Testing ......................................................................... 28

Table 4.1 The Result of Pre-Test ..................................................................... 30

Table 4.2 The Result of Post-Test ................................................................... 31

Table 4.3 The Mean Score of Students’ Writing Narrative Text in

Content ............................................................................................ 33

Table 4.4 The Mean Score of Students’ Writing Narrative Text in

Coherence ....................................................................................... 34

Table 4.5 The Percentage of Students’ Writing Skill in term of Content ....... 35

Table 4.6 The Percentage of Students’ Writing Skill in term of Coherence ... 36

Table 4.7 The Comparison of T-test and T-table Score of the Students’

Narrative Text Writing Skill .......................................................... 37

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LIST OF FIGURE

Page

Figure 2.1 Conceptual Framework .................................................................. 19

Figure 4.1 The Improvement of Students’ Score Writing Skill in Content .... 33

Figure 4.2 The Improvement of Students’ Score Writing Skill in

Coherence ...................................................................................... 34

Figure 4.3 The Percentage of the Students’ Writing Skill in term of

Content ............................................................................................ 36

Figure 4.4 The Percentage of the Students’ Writing Skill in term of

Coherence ....................................................................................... 37

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LIST OF APPENDICES

Page

APPENDIX A LESSON PLAN...................................................................47

APPENDIX B PRETEST AND POSTEST................................................62

APPENDIX C DATA ANALYSIS..............................................................64

APPENDIX D DOCUMENTATION..........................................................79

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CHAPTER I

INTRODUCTION

This chapter deals with background, problem statement, objective of the

research, significance of the research, and scope of the research.

A. Background

As a means of communication, language plays an important role for

human life. People use language as a medium to transfer information from the

speaker to the listener. Without having language, people cannot express their

ideas, thoughts, and feelings. There are so many languages used by people all

over the world, one of which is English. Agustin (2013: 37).

English is one of the international languages used in countries throughout

the world, including Indonesia. Because English is an important language for

communication, it is done for Indonesian education and has the main goal of

developing four skills to achieve communicative competence. In Indonesia

English is not only taught at universities, but also in high schools, junior high

schools, and elementary schools. Mardhiyah (2015: 288)

English has four skills, namely: reading, listening, speaking and writing.

Writing is one of the communication tools. Writing is very important,

especially in our communication with others by writing. Writing skills are one

of our needs. Especially for students, because in school, they learn four skills in

language, namely reading, speaking, listening and writing. Writing is taught,

from elementary school to university.

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Writing is one way to send thoughts or ideas to others. Writing is also an

important skill in learning English, which requires a large investment from

students. Many students in high schools don't know the importance of writing,

so they only spend a few times on it. That's not right because being good at

writing can help them learn other skills in English more effectively. In

addition, practicing writing skills will help students get acquainted with new

types of writing and consolidate their writing skills. Writing skills and the main

reasons cause this problem. Based on the experience of teaching researchers

and internships in schools, the problem in writing that the researchers found in

teaching writing in class was that the teacher still used traditional strategies

where he only demanded students' writing products and he only gave fewer

portions to writing while writing was a complex activity.

Based on the experience of researcher when carried out observation at

SMKN 6 Bulukumba, students felt bored in writing by using paper and pen.

This boredom made students had less interest in writing. Students were only

excited if giving the task of writing through computers of smartphone sent via

e-mail. Based on the interview of researcher with several students, they liked

to write through computer or smartphone because they can pour their

creativity into writing without dirtying their paper. Students could erase at

inappropriate word without using an eraser. Therefore, the researcher would

apply Google Classroom to learning writing.

Google Classroom is a learning management system that can be used to

provide teaching materials, integrated test assessments. Google Classroom is a

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Google product that is connected to Gmail and Google Drive. The many

facilities provided by Google Classroom will facilitate teachers in carrying out

learning activities. Learning is meant not only in the classroom, but also

outside the classroom because students can learn anywhere and anytime by

accessing Google Classroom online. Different from other learning media, the

advantages of Google Classroom media are the problem of effectiveness and

efficiency in learning. Different from other learning media, the advantages of

Google Classroom media are the problem of effectiveness and efficiency in

learning. Researchers, try to apply Google Classroom in learning to write to

increase students' interest in writing. In this study, researchers were inspired

by CALL (Computer Assessment Language Learning). According to the

subject CALL researchers will apply e-learning to increase student interest in

learning English, especially in writing skills. According to Hammi (2017: 27)

in his thesis, the use of Google Classroom is very effective because quick

access can be used anywhere at any time by installing the Google Classroom

application through the Play Store.

In this research, researchers focused on how to improve students' narrative

text writing skills using Google Classroom media. The main reason for this

research is that there are several features in the Google Classroom that are

effectively used by teachers and students in writing learning processes,

especially text narratives.

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B. The Problem Statement

a. Does the use of Google classroom effectively improve students’ narrative

text writing skill in term of content?

b. Does the use of Google classroom effectively improve students’ narrative

text writing skill in term of coherence?

C. Research Objective

a. To figure out the effectiveness of the use of Google classroom in

improving student’s narrative text writing skill in term of content.

b. To figure out the effectiveness of the use of Google classroom in

improving student’s narrative text writing skill in term of coherence.

D. Significance of the research

The outcomes of the research are expected to become useful and helpful

information for the English teachers in teaching writing and it also hope to

motivate the researcher as well as the readers to investigate the research in

mastering writing by using Google Classroom.

E. Scope of the Research

Based on the identification above, the researcher focuses on the

effectiveness of students' narrative text which consists of content and

coherence in writing skills through the Google Docs feature in Google

Classroom.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the previous related studies, pertinent ideas, and

conceptual framework.

A. Previous Related Research Findings

In order to gain the understanding about this research, the researcher

deliver several relevant studies. The first research has been done by Hammi

(2017: 65) with the title "Implementasi Penggunaan Google Classroom pada

kelas X IPA SMA 2 KUDUS" concluded the results of research on the

application of Google Classrooms in the science class in MAN 2 Holi, the

findings, analysis, and discussion were obtained based on the initial objectives

of the study. The process of implementing Google Class as a learning media

has been well implemented. Google Translation as a learning media that is

easy to use and use because it is simple and interesting. Fast access can be

used anywhere at any time by installing the Google classroom application via

Play Store.

The second research has been done by Abdul Barir Hakim (2016: 5) in his

journal “Efektifitas Penggunaan E-Learning Moodle, Google Classroom Dan

Edomo”. This research uses e-learning system to support teaching and learning

process. But the E-learning system used is not utilized optimally, so that it can

be concluded that the use of e-learning system has not generate interest and

motivation of students and collaborative learning has not yet materialized.

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Therefore, comparison is done on most features in the e-learning system that

has been used by STIMIK ESQ, namely Moodle, Edmodo and Google

Classroom.

The third journal has been done by Suwantarathip and Wichadee (2013:

154) in their journal with the title “The Effects of Collaborative Writing

Activity Using Google Docs on Students Writing Abilities” conclusion the

results of the research implications of the findings of this study support that

Google Docs is a useful tool that enables online learning environments.

Language learning can gain knowledge in a supported and relaxed

environment where they can assess mistakes to be corrected and learn to

receive comments from others. This is very different from conventional

teacher feedback pedagogy which does not provide choices for students.

However, this study was restrained by several limitations. Because this

research was conducted in the classroom, the sample size was rather small.

Low student numbers and facts learned at private universities may not allow

us to generalize across other contexts. Therefore, with limited samples,

generalization of findings must be carefully transferred and accessible only to

this nearby population.

The similarity between previous researches above with this research is

same using e-learning as a learning media and improving students’ learning

interest. The differences with previous researches with this research is

researcher only focus on improving students’ writing on narrative text

especially on their content and coherence.

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B. Theoretical Description

1. Concept of Writing

a. Definition of Writing

Oshima in Marzulina (2018: 63) state that writing is a progressive

activity. This means that when you first write something down, you have

already been thinking about what you are going to say and how you are

going to said it. Then after you finished writing , you read over what you

have written and make changes and corrections. Therefore, writing is

never a one-step action; it is a process that has several steps.

Byrne in Marzulina (2018: 74) states that writing is clearly much more

than the production of graphic symbols just a speech more than the

production of sounds. The symbols have been arranged according certain

conventions, to form words, and words have to arrange to form sentence.

As a rule, however, we do not write just one sentence or a number of

sentences arranged in particular order and linked together in certain ways.

Writing involves the encoding of message of some kind; that is to translate

throughout into language.

From some opinion above, it can be concluded that writing is an act, or

process of building the large unit of ideas, thinking, and feeling that

expresses through graphic symbols, to form words, sentences, and

paragraph. Writing is a part of language skill, which requires and elliptical

ability in order to construct a brief and a good order of sentence.

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b. The important of writing

Oshima in Utami (2014: 18), defines that there are five components of

writing. They are content, organization, language use, vocabulary and

mechanics.

1) Content

The content tends to relevance, clarity, originality, logic,etc. The

content itself must be clear for the readers so they can get the

information from it. To have a good content in a piece of writing, the

content should be unify and complete.

a) Unity in writing means that each sentence must relate each other

and support the main idea.

b) Completeness means that the main idea has been explain and

develop fully completeness, comments that controlling idea with

is developed thoroughly by these of particular information.

2) Organization

Organization concern with the way how the writer arranges and

organizes their idea and their messages in writing from which consist

of some partial order. In writing, the writer should know about what

kinds of paragraph that they want to write and what topic that they

want to tell to the readers. It must be supported by cohesion.

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a) Coherence

Coherence means that sticking together and in coherent essay,

all the idea stick together. A coherent paragraph is each idea in

supporting sentence related to the topic or the idea.

b) Spatial order

If the purpose of the paragraph is to tell how something looks,

most effective organization pattern is usually spatial.

3) Grammar

Grammar in writing description and other forms of writing

involve correct usage and points of grammar. However, considering

that there are many points of grammar, the writer would like to quote

a little literature about tenses, verbs, nouns, and agreement. Specific

nouns and strong verbs used modifier or adjectives, adverbs, and

participle in the writing. A modifier may also be a phrase. A single,

well-chosen modifier is often more effective than several used

together.

4) Vocabulary

A good writer should be mastery vocabulary and idioms as the

language aspect dealing with the process of writing. The writer has to

consider about how to put the words into paragraph until they can

build a piece of writing. Most of the students are lack of vocabulary;

therefore they are failing to compose a good piece of writing because

they are difficult to choose words.

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5) Mechanics

It deals with capitalization, punctuation, spelling, etc. It is very

important part in writing because it will lead the reader to recognize

immediately what the writer means. Punctuation is important as the

way to clarify meaning. In English writing capital letter have to

principles. First, they used to distinguish between particular and

things. Second, it used as first word in quotations, a formal statement

and proper adjectives, etc.The use of favorable mechanic in writing

will make the reader easy to group the conveying ideas and message

towards the written text.

c. Definition of Narrative Text

Narrative text is an imagination or a complicated event which directs

to a crisis that find a solution at last (Departemen Pendidikan, 2013: 33).

According to Bach and Browning in Rachmawati (2013: 60), narrative is a

continuous account of an event or a series of events.

Based on that explanation, it is stated that the point of narrative text is

its series of events. The purpose of narrative texts is to entertain and to

inform the reader or listener. According to Anderson and Anderson in

Agusta (2015: 22), there are five steps for constructing a narrative text,

like the following:

a. Orientation: in which the narrator tells the audience about who is in

the story, when the story is taking place and where the action is

happening.

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b. Complication: sets off a chain of events that influences what will

happen in the story.

c. Sequence of events: where the characters react to the complication.

d. Resolution: in which the characters finally sort out the complication.

e. Coda: provides a comment or moral based on what has been learned

from the story (optional).

2. Definition of E-Learning

E-Learning is one term that we can find in the world of computers or

the internet. This term consists of two parts, namely "E" which means

"Electronic" and "Learning" which means "learning". So E-Learning can

be translated as a learning system that uses electronic devices as a

medium. E-Learning is a type of teaching and learning that allows students

to convey teaching materials to students using internet, intranet, or other

computer network media. (Rosenberg in Nugroho, 2013: 25)

According to Jetro et.al (2012: 205), e-Learning is one use of internet

technology in delivering learning in a wide range based on three criteria,

namely:

1. E-Learning is a network with the ability torenew, store, distribute and

shareteaching material or information.

2. Delivery reaches the last user via computerby using standard internet

technology.

3. Focus on the broadest view aboutlearning behind the traditional

learning paradigm.

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E-Learning has a variety of terms. Among them are Online Learning,

internet Learning, Distance Learning, Network Learning, Virtual Learning.

However, all of them have the same meaning, namely the learning process

where students are far from the teacher. In addition, there is the use of a

form of electronic technology as a media of dissemination.

The use of E-Learning in the learning process is closely related to the

use of computers. With computers the learning process can become more

dynamic because computers have various features. Thus the learning

process becomes fun. The development of E-Learning is indeed inseparable

from internet technology which has experienced rapid development.

Nevertheless the internet is a very important medium in E-Learning. With

the internet, online learning can take place.

According to Allan J. Henderson in Rahmasari et.al (2013: 79),

E-Learning is distance learning that uses computer technology or usually

the internet. Henderson also added that E-Learning allows learners to learn

through computers in their respective places without having to physically

leave take classes. E-Learning is web-based learning, meaning learning can

be done by accessing the internet.

E-Learning allows learners to study without having to be physically

present in class. E-Learning, as well as its name, is delivered by using

connected electronic media with the internet (which connects all computer

units around the world) and intranet (a network that connects several

computer units in a place). E-Learning in the broadest sense can include

13

learning done in electronic media (internet) both formally and informally.

Formally E-Learning, for example, is learning with curriculum, syllabus,

subjects and tests that have been arranged and compiled based on a

schedule agreed upon by relevant parties (E-Learning and self-learning

managers). Learning like this is usually a high level of interaction and is

required by the company on its employees, or distance learning managed by

the university and companies (usually consulting companies) that are

engaged in providing E-Learning services to the public. E-Learning can

also be done informally with simpler information, for example through

advice on mailing lists, e-newsletters, or personal websites, organizations

and companies that want to socialize certain suits, programs, knowledge or

skills to the general public (usually without charging).

3. Concept of Google Classroom in Teaching Writing

a. Definition of Google Classroom

Google Classroom is an application that creates classroom creation

in cyberspace. In addition, Google Classroom can be a means of

distributing tasks, sending assignments, assessing tasks collected

(Herman in Hammi 2017: 26). Thus, this application can help strengthen

teachers and students in carrying out a deeper learning process. This is

because students and teachers can collect assignments, distribute

assignments, and assess assignments at home or anywhere without being

bound by time or class hours.

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Google classrooms are designed to interact with teachers and

students in cyberspace. This application provides an opportunity for

teachers to explore the scientific ideas they have with students. The

teacher has the flexibility of time to share scientific studies and provide

independent assignments to students in addition; the teacher can also

open space for student discussion online. However, there are absolute

requirements in implementing the Google class, which requires quality

internet access.

Muthia (2018: 20) in her thesis, in Google Classroom there is a

Google Docs feature that can be used by students in writing. Google

Docs in the Google Classroom can be used by students and teachers to

interact and write a text. The teacher can guide students to write text

narratives if students have difficulty writing narrative texts especially in

terms of content and coherence.

b. Google Docs as Google Classroom Feature in Teaching Writing

Google Classroom provides a Google Docs feature that can make it

easier for students to improve the ability to write student text narratives.

Google Docs in Google Classroom has a special feature in the form of

live chat where students work on assignments given by the teacher. in

Google Docs teachers become commentators on what is done by

students. students can also provide feedback in the form of chat to the

teacher. Muthia (2018: 92) in her thesis said that the method of

interaction between teachers and students in the Google Docs feature

15

found in Google Classroom was effective in improving students' writing

skills, especially writing narrative texts.

Google Classroom simplifies students' work, so in teaching writing

using advanced classes, which can be changed to supplement teacher

feedback, then reuse Google Classroom to be changed and the next

dipole. This again allows feedback during the revision process, waiting

until the end is given. Students can arrange their writing in a separate

section and paste everything for the final draft.

Google Classroom simplifies the distribution and collection of

student work, so in teaching writing using Goggle Classroom students are

encouraged to complete their writing in stages, which can be changed for

complete teacher feedback, then re-use the Google Classroom to be

changed and further polished. This again allows feedback during the

writing process, rather than waiting until the end of the writing

assignment. Students can compose their writing in separate sections and

paste everything together for the final draft or continue adding to

documents that grow with each stage of the process.

c. Steps to Apply Google Classroom in Teaching Writing

Implementing Google Classroom in improving students' narrative

writing skills is certainly not an easy thing for teachers who do not have

the ability in the field of information technology. However, actually

implementing a Google Classroom to improve students' writing skills can

be done by taking into account the following steps.

16

1. Open the Google website then enter the Google class page

2. Make sure you have a Google Apps for Education account. Visit

classroom.google.com and sign in. Choose whether you are a teacher

or student, then create a class or join a class.

3. The teacher can add students directly or collect code with his class to

join. This means that before the teacher in a real class (at school)

tells students that the teacher will implement a Google Classroom as

long as each student must have a personal email using the owner's

full name (not using a pseudonym).

4. Before the teacher gives the assignment, the teacher first provides an

explanation and material about the text narrative to students or gives

a sheet containing an explanation of the text narrative to students

through the task page on the Google Classroom which will

automatically be stored in the Google Drive folder.

5. After students are given time to understand the material, the teacher

assigns the task and directs the students to do their work on the

Google Docs feature found on the Google Classroom.

6. When students do their work, the teacher as the director in Google

Docs can immediately provide corrections if there is a writing error in

the text narrative, especially in content writing and coherence.

Teachers and students can interact directly through the live chat

feature found on Google Docs.

17

7. In addition to giving assignments, the teacher can also give

announcements or information related to subject lessons that students

will learn in real classes on the page. Students can ask the teacher or

other students in the class related to the information conveyed by the

teacher.

8. Students can track each task close to the deadline to collect on the task

page, and start working with one click.

9. The teacher can quickly see anyone who has not completed the task,

also provides input and values directly in the class.

d. Advantages and Disadvantages of Google Classroom in Teaching

Writing Narrative Text

Roger in Iftakhar (2016: 13) explains the advantages and

disadvantages of Google Classroom in teaching writing narrative text:

1. Advantages

a. Make it easier for students to interact with teachers through the

Google Docs feature in the Google Classroom.

b. The material provided by the teacher is automatically stored on

Google Drive found on the Google Classroom.

c. Students can correct the writing sheet wherever and whenever.

2. Disadvantages

a. Students too fun in playing with the internet when they finish

working on the task

18

b. The school should provide free internet connection. If there is a

student who has a laptop, and he does not have a Smartphone to

turn on the hotspot, it will be problematic.

c. Students can copy paste or search on Google.

d. Teacher with lack of technology

4. Writing in The Curriculum (K-13) of SMKN 6 Bulukumba

The 2013 curriculum (K-13) aims to prepare Indonesian people to

have the ability to live as individuals and citizens who are faithful,

productive, creative, innovative, and affective and able to contribute to the

life of the world, nation, state, and world civilization (Sofyan & Komariah,

2016: 261). Based on the 2013 curriculum (K-13) say that all the skill in

English has been integrated in one syllabus. There is no cluster of basic

competence (Kompetensi Dasar) in every skill. Especially for the first

Grade in SMKN 6 Bulukumba has twenty nine Basic Competences

competence.

In this research, researcher will teach narrative text in class using

Google Classroom that integrated on 4.15 Basic Competence. According

to the syllabus of this Basic Competence are the students in capturing the

meaning of oral and written narrative text in the form of legend, simple.

19

C. Conceptual Framework

The conceptual framework of this research

Figure 2.1 Conceptual Framework

In this study, researchers analyzed the increase in the ability to write

narrative texts of students by using Google Classroom as a learning medium.

First, the researcher gave a pre-test to students in the form of a writing test.

After giving a pre-test, the researcher gave treatment using Google Classroom

as a narrative text media for students. During giving treatment, researchers

focused on improving students' narrative writing skills in terms of content and

coherence. After using Google Classroom as a learning medium, researchers

provided a final test or post-test to find data using Google Classroom as a

learning medium helped improve students' writing skills.

The using of Google Classroom as media of

learning writing narrative text.

Pre-test

Treatment

Post-test

Content Coherence

20

CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher used one-group pretest–posttest design.

Ary, Jacobs, Irvine, and Walker (2018: 250) explained that one group pretest-

posttest design usually involves three steps: (1) administering a pretest which

measuring the dependent variable; (2) applying the experimental treatment to

the subjects; and (3) administering a posttest, again measuring the dependent

variable. Differences attributed in application of the experimental treatment

are evaluated by comparing the pre-test and post-test scores.

In this research design, there was not control group. The researcher gave

pre-test to student, then, researcher gave the students’ treatment about writing

using Google Classroom. After treatment is given, researcher gives the student

post-test.

Table 3.1 One-Group Pretest–Posttest Design

Pre Test Treatment Post test

Y1 X Y2

Notes : Y1 = Pre-test.

X = Treatment; Writing using Google Classroom.

Y2 = Post-test.

(Ary et al., 2018: 250)

21

B. Research Variable

1. Independent Variable

Independent variable of the research is Google Docs as Google Classroom

feature in writing.

2. Dependent Variable

Dependent variable is using the students’ writing ability.

C. Population and Sample of Research

In this part, the researcher described about sample and population of the

research:

1. Population

The population in this research were the students of SMKN 6 Bulukumba.

2. Sample

The researcher used random sampling were takes X TKJ 1 class as the

sample of this research. The totals of students in this class are 18 students.

Table 3.2 Sample of The research

No. Number of Students’

1. Male Female

7 11

Total 18

22

D. Instrument

In this research, researcher used writing test as an instrument in collecting

data the students write the narrative text to know the students’ improvement in

writing a narrative text both of content and coherence.

E. Data Collection Procedure

In collecting data, the researcher carried out research at the first year

students of SMKN 6 Bulukumba through some steps as follows:

1. Giving the pre-test

The pre-test is administered before the present researcher using Google

Classroom. It is aimed to know students’ knowledge in the writing ability.

2. Giving treatment

a. First meeting

1. Students listen to the teacher explanation of narrative text material.

2. Teacher asks students about the types of narrative text.

3. Students are divided into groups.

4. Teacher gives an example of narrative text.

5. Students are expected to be able to read and understand the example

of narrative text.

6. Students are asked to identify content contained in narrative text.

b. Second meeting

1. Teacher explains the E-Learning based learning process using

Google Classroom to students.

23

2. Teacher explains how students log in to Google Classroom using

each E-Mail.

3. Teacher gives the class code to students.

4. Students enter the classroom using the class code given by the

teacher on Google Classroom.

5. Teacher includes material about narrative text on Google

Classroom.

6. Teacher gives students time to read the material has the teacher

give to the Google Classroom.

7. Teacher asks students to turn on voice chat to interact between

teacher and student.

8. Teacher asks students to click the Google Docs icon.

9. Teacher instructs students to make narrative text with the themes

that have been determined by the teacher.

c. Third meeting

1. The teacher gives the class code to students.

2. The teacher instructs students to enter the class at Google

Classroom using the code that has been given by the teacher.

3. The teacher gives a material explanation in the form of writing sent

through the Google Classroom about how to make good content in

writing narrative text.

4. Students download an explanation of the material on the task page

found on the Google Classroom.

24

5. The teacher gives students time to read the material given by the

teacher to Google Classroom.

6. The teacher asks students to activate voice chat to interact between

the teacher and students.

7. The teacher asks students to click on the Google Docs icon.

8. The teacher instructs students to make narrative texts with themes

determined by the teacher by paying attention to how to make good

and correct content.

9. Teacher corrects and guides students to create narrative text with

good content through the live chat feature found on Google Docs.

d. Fourth meeting

1. The teacher gives the class code to students.

2. The teacher instructs students to enter the class at Google

Classroom using the code that has been given by the teacher.

3. The teacher gives a material explanation in the form of writing sent

through the Google Classroom about how to make correct

coherence in writing narrative text.

4. Students download an explanation of the material on the task page

found on the Google Classroom.

5. The teacher gives students time to read the material given by the

teacher to Google Classroom.

6. The teacher asks students to activate voice chat to interact between

the teacher and students.

25

7. The teacher asks students to click on the Google Docs icon.

8. The teacher instructs students to make narrative texts with themes

determined by the teacher by paying attention to how to make correct

coherence.

9. Teacher corrects and guides students to create narrative text with

good coherence through the live chat feature found on Google Docs.

3. Giving Post-test

Post-test was given to students after giving treatment, to find out the

increase in writing narrative text of students.

F. Technique of Data Analysis

To administering the writing test, the researcher using analytic score in

order to be more reliable in scoring students’ writing. The following rating

scales derive by Jacob in Winke and Lim (2015: 39-40) people.

Table 3.3 Writing Rating Scale

Scoring

Element Scale Quality Description

Content

86-100 Very Good Knowledge - substantive - through development of thesis - relevant to

assigned topic.

71-85 Good

Some knowledge of subject -

adequate range - limited

development of thesis - mostly

relevant to topic, but lack detail.

56-70 Fair

Limited knowledge of subject little

substance - inadequate

development of topic.

41-55 Poor Does not show knowledge of

subject - non substantive

26

0-40 Very Poor

Does not show knowledge of

subject - non substantive - not

pertinent - or not enough to

evaluate.

Coherence

86-100 Very Good

Fluent expression - ideas clearly stated/supported - succinct - well organized - logical sequencing -

cohesive.

71-85 Good

Somewhat choppy - loosely organized but main ideas stand out

- limited support - logical but incomplete sequencing.

56-70 Fair Non fluent - ideas confused or

disconnected - lacks logical sequencing and development.

41-55 Poor Does not communicates - no

organization

0-40 Very Poor Does not communicates - no

organization - or not enough to evaluate.

Score: Content + Coherence = Total Score

Tabel 3.4 Classifyng the student score in writing

(Inggriyani and Fazriah, 2018: 35)

No. Categorization Score

1 Very Good 86 – 100

2 Good 71 – 85

3 Fair 56 – 70

4 Poor 41 – 55

5 Very Poor 0 – 40

27

1. Calculating the mean score of students’ answer in both pre-test and post-

test by this formula:

∑

Note : x = Mean Score

∑ = The row score

N = Number of subject

(Sudjiono, 2003: 78)

2. Calculating the percentage of students improvement based on pre-test

and post test:

P =

%

Note : P= Percentage

X2= Average score of Post-test

X1= Average score of Pre-test

(Sudjiono, 2003: 76)

3. Computing the frequency and rate percentage of students’ score:

P =

Where: P = Percentage

N = Total number of students

F = Frequency

(Sudjiono, 2003: 40)

28

4. To find out significant differences score of students’ writing skill through

Google Classroom, researcher use t-test:

t=

√∑ (∑ )

( )

Note: t = Test of significant difference

= The mean of the difference score

∑ The sum of all score

∑ = The square of the sum for difference

N = The total number of sample

(Sudjiono, 2003: 326)

5. The criteria for the hypothesis testing is as follows:

Table 3.5 Hypothesis Testing

Comparison Hypothesis

H0 H1

t-test < t-table Accepted Rejected

t-test > t-table Rejected Accepted

The table above meant (1) the t-test value is smaller than t-

table value, the null hypothesis is accepted, while the alternative

hypothesis is rejected, and (2) the t-test value is equal to greater than t-

table value, the null hypothesis is rejected while the alternative is

accepted.

29

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter present the findings of the research and discussion. The

findings of the research covered with the result of the data collected through the

test. In discussion part, the writer describe the interprtation of the finding.

A. Findings

The findings of the research based on the result of data analysis, the

researcher found the influence of the students’ skill in writing narrative text.

The result of data analysis found that teaching writing skill by using Google

Classroom on students’ writing skill in term of content and coherence used at

the class X.TKJ 1 SMKN 6 Bulukumba. The researcher analyzed the data that

obtained from the students pre-test and post-test score and the result has proved

that the Google Classroom was effective to influence the students’ narrative

text writing skill.

The findings deal with the students’ pre-test score, treatment and post-test

improvement, and also the significant difference between the students’ score of

the pre-test and post-test. The result of data analysis could be seen as follow:

30

1. The Students Mean Score of Pre-Test in Content and Coherence in

Writing

The students’ mean score of pre-test in content and coherence of the

students’ narrative text writing skill can be seen clearly in the following

table:

Table 4.1 Mean Score of Pre-Test

From the results of the research in the pre-test researchers found the

results of students 'knowledge in writing, especially in making content was

61.11 (fair) because of the students were by limited knowledge, small

writing substance, and inadequate topic development. And the students'

knowledge about coherence was 62.22 (fair) because the search for

students' ideas was still confusing or disturbing, writing sentences had no

logical sequence and development.

Based on the results of the analysis above, it can be concluded that the

mean score of pre-test student content is lower than the mean score of

students' pre-test coherence.

Pre-test

Content

Coherence

X= 61.11

X= 62.22

31

That is more clearly shown in the chart below:

Figure 4.1 Mean Score of Pre-Test

2. The Students Score of Post-Test in Content and Coherence in Writing.

The students’ score of pre-test in content and coherence of the

students’ narrative text writing skill can be seen clearly in the following

table:

Table 4.2 Mean Score of Post-Test

From the results of the post-test research, researchers found an

increase in student knowledge outcomes in writing, especially in content

was 75.27 (good) because students were able to write some knowledge

0

10

20

30

40

50

60

70

61.11 62.22

Coherence

Content

Post-test

Content

Coherence

X= 75.27

X= 78.44

32

about the subject, adequate range, limited thesis development, mostly

relevant to the topic, but lacks detail. And students' knowledge of

coherence is 78.44 (good) because students were able to write sentences in

a logical but incomplete sequence.

Based on the results of the analysis above, it can be concluded that the

mean score of post-test student content is lower than the mean score of

students' post-test coherence. That is more clearly shown in the chart

below:

Figure 4.2 Mean Score of Post-Test

The findings dealt with the students’mean score, pre-test and post-test

improvement, and also the significant difference between the students’

score of the pre-test and post-test. It could be seen the result of data

analysis was follow:

0

10

20

30

40

50

60

70

80

90

75.27 78.44

Coherence

Content

33

a. The Improvement of the Students’ Narrative Writing Skill in Term of

Content

Table 4.3 The Mean Score of Students’ Writing Narrative Text in Content

Pre Test Post Test Improvement (%)

61.11 75.27 18,81 %

Based on the table, it indicates that the improvement of the students’

narrative writing skill by using Goggle Classroom in term of content was

successful. The students’ mean score in pre-test was 61.11 (fair) and the

students’ mean score in post-test was 75.27 (good). So, the improvement

of the students’ narrative writing skill in term of content between pre-test

to post-test was 18,81 %.

Based on the result of analysis above, it can be conclude that the

students’ score of post-test was higher than pre-test. It means that, there

was Influence of the students’ students’ narrative writing skill in term of

content. It is more clearly showed in the chart below:

Figure 4.3 The Improvement of Students’ Score Writing Skill in Content

61.11

75.27

0

10

20

30

40

50

60

70

80

Very Poor Poor Fair Good VeryGood

pre-test

post-test

Content

34

b. The Improvement of the Students’ Narrative Writing Skill in Term of

Coherence

Table 4.4 The Mean Score of Students’ Writing Narrative Text in Coherence

Pre Test Post Test Improvement (%)

62.22 78.44 20.67 %

Based on the table, it indicates that the improvement of the students’

narrative writing skill by using Goggle Classroom in term of coherence

was successful. The students’ mean score in pre-test was 62.22 (fair) and

the students’ mean score in post-test was 78.44 (good). So, the

improvement of the students’ narrative writing skill in term of coherence

between pre-test to post-test was 20,67 %.

Based on the result of analysis above, it can be conclude that the

students’ score of post-test was higher than pre-test. It means that, there

was Influence of the students’ students’ narrative writing skill in term of

content.

It is more clearly showed in the chart below:

Figure 4.4 The Improvement of Students’ Score Writing Skill in Coherence

62.22 78.44

0

20

40

60

80

100

Very Poor Poor Fair Good VeryGood

pre-test

post-test

Coherence

35

3. The Percentage of the improving Students’ narrative text writing skill

in term of content and coherence.

a. Content

The following table and chart show the percentage improvement

of students’ narrative text writing skill in term of content before and

after application of Google Classroom.

Table 4.5 The Percentage of Students’ Writing Skill in term of Content

The table above shows the result of students’ narrative text

writing skill in term of content in pre-test and post-test. In pre-test, 1

students (5,5%) got Very Poor score, 5 students (27,8%) classified

into Poor, 12 student (66,7%) classified into no body got Good and

Very Good in pre-test. In post-test, there were 6 students (33,3%)

classified into Fair score, 12 students (66,7%) classified into Good

score, and nobody classified into Very Good, Poor, and Very Poor

score.

No Score Classification Pre-test Post-test

F (%) F (%)

1 86 –100 Very Good 0 0 0 0

2 71 – 85 Good 0 0 12 66,7

3 56 – 70 Fair 12 66,7 6 33,3

4 41 – 55 Poor 5 27,8 0 0

5 0 – 40 Very Poor 1 5,5 0 0

TOTAL 18 100 18 100

36

The data was also shown in the chart below:

Figure 4.3 The Percentage of the Students’ Writing Skill in term of Content

b. Coherence

The following table and chart show the percentage in provement

of students narrative text writing skill in term of coherence before and

after application of Google Classroom.

Table 4.6 The Percentage of Students’ Writing Skill in term of Coherence

The table above shows the result students’ narrative text writing

skill in term of coherence in pre test and post test. In pre test, 3

students (16,6%) got Poor score, 12 students (66,6%) classified into

Fair, 3 students (16,7%) classified into Good score. Nobody got Very

Poor and Very Good score in pre test. In post test, there were 2

0

20

40

60

80

Pre-test Post-test

0 0 0

66.7 66.7

33.3 27.8

0 5.5 0

Very Good Good Fair Poor Very Poor

Narrative Test

Writing Skill in

term of Content

No Score Classification Pre-test Post-test

F (%) F (%)

1 86 –100 Very Good 0 0 0 0

2 71 – 85 Good 3 16.6 16 88.9

3 56 – 70 Fair 12 66.7 2 11.1

4 41 – 55 Poor 3 16.7 0 0

5 0 – 40 Very Poor 0 0 0 0

TOTAL 18 100 18 100

37

student (11,1%) classified into Fair score, 16 students (88,9%)

classified into Good score, and nobody got Very Poor, Poor and Very

Good in post test. The data was also shown in the chart below:

Figure 4.4 The Percentage of the Students’ Writing Skill in term of Coherence

4. Hypothesis Testing

The hypothesis was tested by using inferential analysis. In this case,

the researcher used t-test (test of significance) for independent sample test,

that was a test to know the significant difference between the result of

students’ mean scores in pretest and posttest the writer used t-test analysis

on the level of significant (α) = 0.05 with the degree of freedom (df) = N –

1, where N = Number of subject (18 students) then the value of t-table was

2.10982 the t-test statistical, analysis for independent sample was applied.

Table 4.7 The Comparison of T-test and T-table Score of the Students’ Narrative

Text Writing Skill

Indicators t-test t-table Description

Content 7.26 2.10982 Significance

Coherence 11.42 2.10982 Significance

X 18.68 2.10982

0

50

100

Pre-test Post-test

16.6

88.9

66.7

11.1 16.7

Very Good Good Fair Poor Very Poor

Narrative Test

Writing Skill in

term of

Coherence

38

Table 4.7 showed that the value of the t- test is higher than the value

of t-table. The t-test value of write narrative text in term of content was

greater than t-table (7.26>2.10982) and t-test value of write narrative text

in term of coherence are greater than t-table (11.42>2.10982) The result of

calculating t-test of the indicators in the students’ t-test in content and

coherence was greater than t-table (18.68>2.10982).

The value of the t-test was greater than t-table. The score in variable

of Writing Skill was (18.68>2.10982). It is said that the null hypothesis

(H0) was rejected and the alternative hypothesis (H1) was accepted. It

meant that there was a significance difference between the result of the

students’ content and coheren in writing the narrative text by using Google

Classroom as a media of treatment.

If the t-test value was higher than t-table at the level of significance

0.05 and degree freedom (df) 18 (N-1=18-1), thus the alternative

hypothesis (H1) was accepted and null hypothesis (H0) was rejected. In

contrary, if the value was lower than t-table at the level of significance

0.05 and the degree freedom 17, thus the alternative hypothesis (H1) was

rejected and null hypothesis (H0) was accepted.

B. Discussions

In this part, the researcher would like to discuss the result of findings.

The discussion aimed at describing the students’ narrative text writing skill in

term of content and coherence by using Google Classroom and the benefits of

Google Classroom for teachers and students in the learning process.

39

1. The Students Pre-Test in Content and Coherence

The use of Google Classroom application in improving the

achievement of students' narrative text writing skills in terms of content

and coherence could be seen from the results of students from the average

score in the pretest.

The results of writing students in the pretest was low, in the pretest

only gave practice (writing test) about the narrative test. The students was

given a pre-test to discover students' writing skills. In this case, the writer

gave five topics and asked students to write narrative texts. Students were

given 60 minutes to complete their writing test. The teacher assessed the

content and coherence of the narrative text that students have made. This

shows that students could not express their ideas in writing and their

writing cannot be understood.

At the begining, their writing was very bad. The students still had not

mastered writing skills yet. It could be seen that students did not arrange

their writing well. Their ideas did not make sense. Sometimes they lost

ideas. So, they could not continue their writing. They also could not make

good content and correct coherence between one sentence with another

sentence. They rarely read their writing after they finish writing. That is

why, their writing was incoherent. They also thought that the time to write

was limited. Therefore they had difficulty in writing and the results of their

writing were still far from expected.

40

From the results of the research in the pre-test researchers found the

results of students 'knowledge in writing, especially in making content was

61.11 (fair) because of the students were by limited knowledge, small

writing substance, and inadequate topic development. And the students'

knowledge about coherence was 62.22 (fair) because the search for

students' ideas was still confusing or disturbing, writing sentences had no

logical sequence and development.

2. The Students Post-Test in Content and Coherence

The results of students' writing on posttest was high, posttest only

provides exercises (writing test) about narrative tests. The students were

given preliminary test to find students' writing skills. In this case, the

writer gave five topics and asked students to write narrative texts. Students

were given 60 minutes to complete their writing test. The teacher

evaluated students' content and coherence. After giving treatment there

were some improvements in students writing narrative texts in terms of

content and coherence.

From the results of the post-test research, researchers found an

increase in student knowledge outcomes in writing, especially in content

was 75.27 (good) because students were able to write some knowledge

about the subject, adequate range, limited thesis development, mostly

relevant to the topic, but lacks detail. And students' knowledge of

coherence is 78.44 (good) because students were able to write sentences in

a logical but incomplete sequence.

43

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

Based on the results of data analysis of the findings in the previous

chapter, the researcher concluding that:

1. The use of Google Classroom is effective in teaching writing narrative

texts in terms of content, as evidenced by the mean score of content

before and after the treatment 61.11 to 75.27 increased 18.81% with t-test

values greater than t- table (7.26 > 2.10982).

2. The use of Google Classroom is effective in teaching writing narrative

texts in terms of coherence, as evidenced by the mean score of coherence

before and after the treatment is 62.22 to 78.44 increased 20.67% with

the t-test coherence value is greater than t-table (11.42 > 2.10982). The

results of the t-test calculation of the indicators in the t-test the ability to

write narrative text students (content and coherence) is greater than t-

table 18.68 > 2.10982. This means there is a significant difference

between before and after giving treatment.

44

B. Suggestions

Based on the conclusion presented above, the researcher tries to gaves

some suggestions for English teacher, the next researcher and anyone who

read this thesis as follows:

1. For Education

Using Google Classroom in the teaching and learning process is

one of the most effective learning methods for English lessons or other

lessons because it can increase student interest in learning.

2. For Students

Using Google Classrom can increase student interest in learning

and student activity because in this era of technology, students tend to be

more interested in learning if through a smartphone or laptop

3. For the English Teacher at the Tenth Grade Students’ of Vocational High

School 6 Bulukumba, the application of Google Classroom is one method

that can be considered in teaching English to help improve students'

writing skills.

4. For school

For school, it is assumed that the implementation of Goole

Classroom can increase student interest in learning so it is recommended

to school institutions to maintain methods or learning strategies in class

so that students like subjects.

45

BIBLIOGRAPHY

Agusta, D. 2015. Improving students’ ability in writing narrative texts using short

animated stories at class VIII C of SMPN 2 Sanden, Bantul in the

academic year of 2013/2014. Unpublished Bachelor thesis). Universitas

Negeri Yogyakarta, Yogyakarta.

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Model Problem Based Learning (PBL). Journal of Elementary Education.

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Classroom Dan Edmodo. I-STATEMENT, 2(1).

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Education and Social Sciences.

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Dalam Pembelajaran Menulis Naras. Jurnal Pendidikan Dasar, 9(2), 30-

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On Teaching And Learning In A Global Age. International Journal Of

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achievement taught by using pick, list, evaluate, active, supply, end

strategy. Edukasi: Jurnal Pendidikan Dan Pengajaran, 5(1), 63-75.

Murhaini, Suriansyah. 2016. Menjadi guru professional berbasis Teknologi

Informasi & Komunikasi. Yogyakarta: LaksBang.

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Collaborative Writing Activity (A Classroom Action Research at the

Tenth-Grade Students of SMAN 87 Jakarta in Academic Year

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dissertation, Universitas Negeri Semarang).

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Pendidikan, D. 2013. Salinan lampiran peraturan menteri pendidikan dan

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54.

47

APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMKN 6 Bulukumba

Kelas/Semester : X TKJ 1/2

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 90 menit

A. KOMPETENSI INTI

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsive

dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas

berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan social dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual,

konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

procedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajari di sekolah

secara mandiri, dan mampu menggunakan metoda sesuai kaidah

keilmuan.

48

B. KOMPETENSI DASAR

1.1 Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai

bahasa pengantar komunikasi internasional.

2.1 Menghargai perilaku santun dan peduli dalam melaksanakan

komunikasi antar pribadi dengan guru dan teman.

2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks naratif sederhana berbentuk legenda rakyat, sesuai dengan

konteks penggunaannya.

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek

sederhana.

C. INDIKATOR

1.1.1 Siswa dapat mengambil pelajaran hidup dari setiap materi dalam

pelajaran Bahasa Inggris.

2.1.1 Siswa dapat memberi salam kepada guru dan teman dengan sopan

dan santun.

2.1.2 Siswa dapat menunjukkan rasa empati kepada teman yang sedang

sakit atau terkena musibah.

2.2.1 Siswa dapat mengerjakan tugas bahasa inggris dengan jujur dan

tidak menyontek.

2.2.2 Siswa berani mengemukakan pendapatnya dalam proses belajar

dikelas.

3.9.1 Siswa dapat bertanggung jawab pada tugas yang diberikan oleh guru.

3.10.1 Siswa dapat mengidentifikasi struktur generik dari Narrative Text.

3.10.2 Siswa dapat menyebutkan ciri yang terlihat dari setiap point;

Organization, Complication, Resolution, dan Coda.

49

3.10.3 Siswa dapat menandai language feature yang ada pada Narrative

Text.

4.1.1 Menyusun teks lisan dan tulis, pendek dan sederhana terkait Legenda

Rakyat Sederhana dengan memperhatikan fungsi sosial, struktur teks

dan unsure kebahasaan yang benar dan sesuai kontek

penggunaannya.

4.15.1 Siswa dapat menemukan informasi mengenai karakter, alur cerita

dan pesan yang tercantum pada cerita narrative pendek/sederhana.

D. SUMBER/MEDIA PEMBELAJARAN

Proyektor dan laptop

www.tensesbahasainggris.net

www.englishcoo.com (contoh narrative pendek)

Aplikasi Google Classroom

E. MATERI PEMBELAJARAN

1. Explanation of narrative text

Narrative text is a type of text in the form of imaginary stories,

engineered real stories, or fairy tales. Narrative text tells a story that has a

series of chronologically connected events. The purpose of narrative text is

to entertain the reader. Narrative text can be imaginary or factual. Here is

an example of a genre from Narrative text:

a. Fairy tale

b. Mystery

c. Science fiction

d. Romance

e. Horror

f. Fable

g. Myth and legend

h. Slice of life

i. Personal experience

50

There are characteristics of narrative text :

a. Use Action Verb in the form of Past Tenses.

b. Use certain Noun as a person pronoun.

c. Using Adjective which forms Noun Phrase.

d. Use Conjunction to sort events.

2. How to make good and correct content in writing narrative text

In making good content on narrative text, it is necessary to

determine the theme and message delivered, set the target of the

reader, design the main events that will be displayed in the form of a

plot scheme, divide the main events into the beginning, development,

and end of the story, detailing the main events into the details of the

event as supporting the story, arranging figures and ranks,

backgrounds, and points of view. Aside from that, writing good and

correct content in narrative text, it is necessary to pay attention to the

Language Feature.

The Introduction to Language Feature in Narrative Tex:

a. Using Past Tense

Positive

S + Verb 2 + O + Time signal

S + be past tense (was/were) + Noun/ adjective + Time signal

Negative

S + did + not + bare infinitive + O + Time signal

S + be past tense (was/were) + not + Noun/ adjective + Time

signal

Interrogative

Did + subject + bare infinitive + object + Time signal

Be past tense (was/were) + subject + Noun/ adjective + Time

signal

b. Using Adverb of Time and Place

Once upon a time, One day, in the chamber, at the hospital, et.

51

c. Using Time Conjunctions

When, Then, Suddenly, etc.

d. Using Action Verbs

Action verb is usually used in Narrative Text to describe the

activities which done by the characters in the story. For

example: walked, slept, ran.

e. Using Direct Speech

It can be a direct monolog, or dialog which marked with a

quotation mark

3. How to write narrative text with good coherence

To create and maintain coherence from narrative text, the

paragraph must have a single unity of meaning, or the supporting

sentence ideas do not deviate from the main idea of the paragraph.

In writing narrative text with correct coherence, the writing

requirements are:

The sentence must have an integrated relationship between

form and integration of meaning which addresses one main

idea.

Interfaith relations must be one (unified).

To write a narrative text that coherence must go through steps,

namely:

Determine the topic sentence.

Determine the explanatory sentence.

Determine the developer sentences.

Determine the conclusion sentence.

52

Find the five language features in the story below!

Two of Everything

Once upon a time, old and poor Mr. Haktak found a large brass pot

in his garden. He decided to put his purse in it. Then, he carried it

home. Mrs. Haktak was very happy with the pot.

Suddenly, her hairpin fell into the pot. Mrs. Haktak reached and

pulled out two hairpins and two purses. What a magic pot! Then they

began to drop items into the pot and soon had two of everything.

One day, Mr. Haktak went to the market. At home, Mrs. Haktak

did the house works then rested for a while. She stooped over the pot

to look inside. At that moment, Mr. Haktak kicked the door open

because his hands were full of packages. Bang! Mrs. Haktak lost her

balance and fell into the pot. Mr. Haktak found that he had two of Mrs.

Haktak. This presented a problem.

Finally, Mr Haktak got an idea. He fell into the pot and soon there

was a second Mr. Haktak. The two new Haktaks became husband and

wife. All of them became friends and built two identical houses with

the identical furniture.

Homework:

Make one narrative text based on the material that has been studied.

F. METODE PEMBELAJARAN

Group discussions through the Google Classroom E-Learning system

53

G. LANGKAH PEMBELAJARAN

Pertemuan 1

Kegiatan Deskripsi Alokasi Waktu

Pembuka

Ketua kelas menyiapkan seluruh siswa

untuk berdoa sebelum belajar.

Guru melakukan kegiatan apresepsi.

Menjelaskan tema pembelajaran.

7 menit

Inti

Observing

Siswa mengamati penjelasan guru

mengenai Narrative Text.

Questioning

Guru bertanya kepada siswa tentang

jenis teks narrative.

Siswa diminta untuk membuat

pertanyaan dan pernyataan

menggunakan simple past tense.

Experimenting

Siswa diminta untuk memahami

contoh narrative text yang diberikan

oleh guru yang berjudul “Two of

Everything”.

Guru dan siswa bengoreksi bersama

hasil identifikasi siswa mengenai

content dan coherence yang

terkandung dalam narrative text yang

berjudul “Two of Everything”.

Associating

Guru membentuk siswa menjadi 4

kelompok.

75 menit

54

Communicating

Setiap kelompok berdiskusi untuk

membangun cerita pada naratif yang

nantinya akan lanjutkan di Google

Docs yang terdapat pada Google

Classroom.

Penutup

Guru mengevaluasi dan memberi

feedback tentang pencapaian siswa

Guru menjelaskan metode

pembelajaran dipertemuan selanjutnya

akan menggunakan Google Classroom.

8 menit

Pertemuan 2

Kegiatan Deskripsi Alokasi Waktu

Pembuka

Ketua kelas menyiapkan seluruh siswa

untuk berdoa sebelum belajar.

Guru melakukan kegiatan apresepsi.

Menjelaskan tema pembelajaran.

7 menit

55

Inti

Observing

Siswa mengamati penjelasan guru

mengenai proses pembelajaran

menggunakan Google Classroom

Questioning

Siswa diminta untuk membuat

pertanyaan tentang penggunaan

Google Classroom.

Experimenting

Siswa diminta untuk mendownload

materi yang telah dikirim oleh guru

kedalam Google Classroom pada

halaman tugas.

Siswa diminta untuk memahami materi

yang telah diberikan.

Guru meminta siswa untuk

mengaktifkan obrolan suara yang

terdapat pada Google Classroom

Guru menuntun siswa untuk memasuki

halaman Google Docs yang terdapat

pada Google Classroom.

Guru menginstruksikan siswa untuk

membuat tek naratif dengan tema yang

dtelah ditentukan oleh guru.

Associating

Guru memberikan kode kelas kepada

perwakilan kelompok yanb telah

dibentuk untuk memasuki kelas pada

Google Classroom.

Guru meminta perwakilan setiap

75 menit

56

kelompok untuk mengundang anggota

kelompok kadalam Google Classroom

Guru mengirim materi pada halaman

tugas di Google Classrom.

Communicating

Setiap kelompok menanyakan kepada

guru kesulitan yang dialami dalam

membuat teks naratif melalui fitur live

chat yang terdapat pada Google Docs.

Penutup Guru mengevaluasi dan memberi

feedback tentang pencapaian siswa 8 menit

Pertemuan 3

Pembuka

Ketua kelas menyiapkan seluruh siswa

untuk berdoa sebelum belajar.

Guru melakukan kegiatan apresepsi.

Menjelaskan tema pembelajaran.

7 menit

57

Inti

Observing

Siswa mengamati penjelasan guru

mengenai penulisan content yang baik

dalam menulis teks naratif.

Questioning

Siswa diminta untuk membuat

pertanyaan tentang pembuatan content

yang baik dalam menulis teks naratif.

Experimenting

Siswa diminta untuk mengidentifikasi

content dari cerita Narrative berjudul

“Two of Everything”.

Guru dan siswa bengoreksi bersama

hasil identifikasi siswa mengenai

content narrative text.

Associating

Guru memberikan kode kelas kepada

perwakilan kelompok yang telah

dibentuk untuk memasuki kelas pada

Google Classroom..

Guru meminta perwakilan setiap

kelompok untuk mengundang anggota

kelompok kadalam Google Classroom

Guru mengirim materi tentang

penulisan content yang baik dalam

menulis tells naratif pada halaman

tugas di Google Classrom..

Siswa diminta untuk mendownload

materi yang telah dikirim oleh guru

kedalam Google Classroom pada

75 menit

58

halaman tugas.

Siswa diminta untuk memahami materi

yang telah diberikan.

Guru meminta siswa untuk

mengaktifkan obrolan suara yang

terdapat pada Google Classroom

Guru meminta siswa untuk memasuki

halaman Google Docs yang terdapat

pada Google Classroom.

Guru menginstruksikan siswa untuk

membuat tek naratif dengan tema yang

dtelah ditentukan oleh guru dengan

syarat content yang baik.

Communicating

Setiap kelompok menanyakan kepada

guru kesulitan yang dialami dalam

membuat content yang baik pada teks

naratif melalui fitur live chat yang

terdapat pada Google Docs.

Penutup Guru mengevaluasi dan memberi

feedback tentang pencapaian siswa 8 menit

59

Pertemuan 4

Pembuka

Ketua kelas menyiapkan seluruh siswa

untuk berdoa sebelum belajar.

Guru melakukan kegiatan apresepsi.

Menjelaskan tema pembelajaran.

7 menit

Inti

Observing

Siswa mengamati penjelasan guru

mengenai penulisan coherence yang

baik dalam menulis teks naratif.

Questioning

Siswa diminta untuk membuat

pertanyaan tentang pembuatan

coherence yang baik dalam menulis

teks naratif.

Experimenting

Siswa diminta untuk mengidentifikasi

coherence dari cerita Narrative

berjudul “Two of Everything”.

Guru dan siswa bengoreksi bersama

hasil identifikasi siswa mengenai

coherence narrative text.

Associating

Guru memberikan kode kelas kepada

perwakilan kelompok yang telah

dibentuk untuk memasuki kelas pada

Google Classroom..

Guru meminta perwakilan setiap

kelompok untuk mengundang anggota

kelompok kadalam Google Classroom

Guru mengirim materi tentang

75 menit

60

penulisan coherence yang baik dalam

menulis teks naratif pada halaman

tugas di Google Classrom..

Siswa diminta untuk mendownload

materi yang telah dikirim oleh guru

kedalam Google Classroom pada

halaman tugas.

Siswa diminta untuk memahami materi

yang telah diberikan.

Guru meminta siswa untuk

mengaktifkan obrolan suara yang

terdapat pada Google Classroom

Guru meminta siswa untuk memasuki

halaman Google Docs yang terdapat

pada Google Classroom.

Guru menginstruksikan siswa untuk

membuat tek naratif dengan tema yang

dtelah ditentukan oleh guru dengan

syarat coherence yang baik.

Communicating

Setiap kelompok menanyakan kepada

guru kesulitan yang dialami dalam

membuat coherence yang baik pada

teks naratif melalui fitur live chat yang

terdapat pada Google Docs.

Penutup Guru mengevaluasi dan memberi

feedback tentang pencapaian siswa 8 menit

61

H. PENILAIAN

Penilaian diambil dari observation sheet of students and teachers’ activity

mengenai partisipasi siswa dan guru dalam proses belajar mengajar serta

field notes untuk menilai proses kegiatan belajar mengajar dikelas terkait

dengan respon dan keaktifan siswa maupun situasi dan kondisi kelas selama

pembelajaran berlangsung.

Bulukumba, Januari 2020

Guru Mata Pelajaran Peneliti

……………………. ………………………..

62

APPENDIX B

Instrument

Pre test

Name :_______________

Reg. Numb :_______________

Class :_______________

Direction:

Work with allocated 60 Minutes

1. Please write some narrative text with the topic:

a. Fables

b. Myth

c. Romance

d. Adventure Stories

e. Slice of Life

*) The text should two paragraph or more!

63

Post test

Name :_______________

Reg. Numb :_______________

Class :_______________

Direction:

Work with allocated 60 Minutes

1. Please write some narrative text with the topic:

a. Fairy tale

b. Embarrassing moment

c. Interesting Moment

d. Legends

e. Science Fiction

*) The text should two paragraph or more!

64

APPENDIX C

C.1.The List Name of Students

C.2.The Students’ Row Scores of Pre-test

C.3.The Students’ Row Scores of Post-test

C.4.The students’ Scores of Pretest 1X and Post-test 2X ,

Gain/Difference between the Matched Pairs (D), and Square of the

Gain 2D

C.5. Scoring Classification of the Students Pretest and Posttest

C.6. Table Frequency and Rate Percentage of the Student Pretest and

Posttest

C.7. Calculation of the Mean Score of Pre-test, Post-test, and Gain (D)

C.8.The Percentage of the Students’ Improvement Writing Ability

C.9. Calculating Test of Significance

C.10. Table distribution of T-Value

65

APPENDIX C.1

THE LIST NAME OF THE STUDENTS OF CLASS X

SMKN 6 BULUKUMBA

No Sample Code

1 Andi Iid Aflia Zaimar S-1

2 Anis Riskiyani S-2

3 Asmirandah S-3

4 Aulia Annisa S-4

5 Cahayu Ningsih S-5

6 Diyan Afriani S-6

7 Elna S-7

8 Ersa Maulana Rahman S-8

9 Farid Finanda S-9

10 Fitriani S-10

11 Ira Lestari S-11

12 Irfan S-12

13 Kasmawati S-13

14 Melly Naura Ahmad S-14

15 Oktarina Isramadani S-15

16 Rayhan Mubaraq S-16

17 Rika Ardina Resti S-17

18 Veni Sanjaya S-18

66

APPENDIX C.2

The Students’ Row of Pre-test

Respondents

Pre-test

Content

Coherence

S-01 70 72

S-02 65 68

S-03 40 44

S-04 65 64

S-05 65 72

S-06 70 76

S-07 55 60

S-08 55 60

S-09 70 60

S-10 55 60

S-11 60 48

S-12 65 68

S-13 60 60

S-14 55 60

S-15 70 68

S-16 45 44

S-17 65 68

S-18 70 68

Total

X= 1100

X= 1120

Mean Score (X) X= 61.11

X= 62.22

67

APENDIX C.3

The Students’ Row of Post-test

Respondents

Post-test

Content

Coherence

S-01 80 84

S-02 80 84

S-03 65 64

S-04 75 76

S-05 85 84

S-06 85 84

S-07 75 76

S-08 70 76

S-09 75 80

S-10 70 76

S-11 60 64

S-12 70 76

S-13 80 80

S-14 70 76

S-15 80 84

S-16 75 80

S-17 80 84

S-18 80 84

Total

X=1355

X= 1412

Mean Score (X)

X= 75.27

X= 78.44

68

APPENDIX C.4

The students’ Scores of Pre-test and Post-test , Gain/Difference

between The matched pairs (D), and Square of the Gain

1. Content

Respondents

Content

Pre Test Post Test D (X2 – X1) D2

S-01 70 80 10 100

S-02 65 80 15 225

S-03 40 65 25 625

S-04 65 75 10 100

S-05 65 85 20 400

S-06 70 85 15 225

S-07 55 75 20 400

S-08 55 70 15 225

S-09 70 75 5 25

S-10 55 70 15 225

S-11 60 60 0 0

S-12 65 70 5 25

S-13 60 80 20 400

S-14 55 70 15 225

S-15 70 80 10 100

S-16 45 75 30 900

S-17 65 80 15 225

S-18 70 80 10 100

Total ∑

∑ =1355 ∑ =255 ∑

69

2. Coherence

Respondents

Coherence

Pre Test Post Test D (X2 – X1) D2

S-01 72 84 12 144

S-02 68 84 16 256

S-03 44 64 20 400

S-04 64 76 12 144

S-05 72 84 12 144

S-06 76 84 8 64

S-07 60 76 16 256

S-08 60 76 16 256

S-09 60 80 20 400

S-10 60 76 16 256

S-11 48 64 16 256

S-12 68 76 8 64

S-13 60 80 20 400

S-14 60 76 16 256

S-15 68 84 16 256

S-16 44 80 36 1296

S-17 68 84 16 256

S-18 68 84 16 256

Total ∑ ∑ =1412 ∑ =292 ∑

70

C.5.Classification of students’ Pre-test and Post-test

1. The Classification of Students’ Content Score

Code

Content

Pre Test Classification Post Test Classification

S-01 70 Fair 80 Good

S-02 65 Fair 80 Good

S-03 40 Very Poor 65 Fair

S-04 65 Fair 75 Good

S-05 65 Fair 85 Good

S-06 70 Fair 85 Good

S-07 55 Poor 75 Good

S-08 55 Poor 70 Fair

S-09 70 Fair 75 Good

S-10 55 Poor 70 Fair

S-11 60 Fair 60 Fair

S-12 65 Fair 70 Fair

S-13 60 Fair 80 Good

S-14 55 Poor 70 Fair

S-15 70 Fair 80 Good

S-16 45 Poor 75 Good

S-17 65 Fair 80 Good

S-18 70 Fair 80 Good

71

2. The Classification of Students’ Coherence Score

C.6.The Percentage of the Students’ Improvement in Writing Skill

1. The percentage of the students' writing skill in Content

Code

Coherence

Pre Test Classification Post Test Classification

S-01 72 Good 84 Good

S-02 68 Fair 84 Good

S-03 44 Poor 64 Fair

S-04 64 Fair 76 Good

S-05 72 Good 84 Good

S-06 76 Good 84 Good

S-07 60 Fair 76 Good

S-08 60 Fair 76 Good

S-09 60 Fair 80 Good

S-10 60 Fair 76 Good

S-11 48 Poor 64 Fair

S-12 68 Fair 76 Good

S-13 60 Fair 80 Good

S-14 60 Fair 76 Good

S-15 68 Fair 84 Good

S-16 44 Poor 80 Good

S-17 68 Fair 84 Good

S-18 68 Fair 84 Good

No

Classification Score

Content

Pre Test Post Test

Frequency Percentage Frequency

Percentage

1 Very Good 86 – 100 0 0% 0 0%

2 Good 71 – 85 0 0% 12 66.7%

3 Fair 56 – 70 12 66,7% 6 33.3%

4 Poor 41 – 55 5 27.8% 0 0%

5 Very Poor 0 – 40 1 5.5% 0 0%

Total 18 100% 18 100%

72

2. The percentage of the students' writing skill in Coherence

APPENDIX C.7. Mean Score of the Pre-test, Post-test, and Gain (D)

1. Data analysis of Content

a. Score of students’ pre-test in Content

= ∑

=

= 61.11 (Fair)

b. Mean score of students’ post-test in Content

= ∑

=

= 75.27 (Good)

No

Classification Score

Coherence

Pre Test Post Test

Frequency Percentage Frequency Percentage

1 Very Good 86 – 100 0 0% 0 0%

2 Good 71 – 85 3 16.7% 16 88.9%

3 Fair 56 – 70 12 66.7% 2 11.1%

4 Poor 41 – 55 3 16.6% 0 0%

5 Very Poor 0 – 40 0 0% 0 0%

Total 18 100% 18 100%

73

2. Data analysis of Coherence

a. Mean score of students’ pre-test in Coherence

= ∑

=

= 62.22 (Fair)

b. Mean score of students’ post-test in Coherence

= ∑

=

= 78.44 (Good)

3. The Students’ Mean Score of Gain (D) Content

Md = N

d

Md =

Md = 12.5

4. The Students’ Mean score of Gain (D) Coherence

Md = N

d

Md =

Md = 16.22

74

APPENDIX C.8.

The Percentage of the Students’ Improvement in Writing Skill

1. The Students’ Improvement in Content

Pre Test Score is 61.11

Post Test Score is 75.27

The improvement of students’ score in content from pre-test to post-test:

P =

%

=

%

=

%

=

= 18,81%

The students’ improvement from pre test to post test is 18,81%

75

2. The Students’ Improvement in Coherence

Pre Test Score is 62.22

Post Test Score is 78.44

The improvement of students’ score in coherence from pre-test to post-test:

P =

%

=

%

=

%

=

= 20,67%

The students’ improvement from pre test to post test is 20,67%

76

APPENDIX C.9. Calculating Test Significance of Writing Skill

a. Test of Significance of Content

T =

1

2

2

NN

N

dd

Md

=

√ ( )

( )

=

√

( )

=

√

=

√

=

√

=

= 7.26

77

b. Test of Significance of Coherence

T =

1

2

2

NN

N

dd

Md

=

√ ( )

( )

=

√

( )

=

√

=

√

=

√

=

= 11.42

78

C.10. Table Distribution of T-Value

TABLE DISTRIBUTION OF T-VALUE

Degree of freedom (df) = N – 1=18 – 1= 17, T- table= 2.10982

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

D

f

0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.0000

0

3.07768 6.31375 12.70620 31.82052 63.65674 318.30

884 2 0.8165

0

1.88562 2.91999 4.30265 6.96456 9.92484 22.327

12 3 0.7648

9

1.63774 2.35336 3.18245 4.54070 5.84091 10.214

53 4 0.7407

0

1.53321 2.13185 2.77645 3.74695 4.60409 7.1731

8 5 0.7266

9

1.47588 2.01505 2.57058 3.36493 4.03214 5.8934

3 6 0.7175

6

1.43976 1.94318 2.44691 3.14267 3.70743 5.2076

3 7 0.7111

4

1.41492 1.89458 2.36462 2.99795 3.49948 4.7852

9 8 0.7063

9

1.39682 1.85955 2.30600 2.89646 3.35539 4.5007

9 9 0.7027

2

1.38303 1.83311 2.26216 2.82144 3.24984 4.2968

1 10 0.6998

1

1.37218 1.81246 2.22814 2.76377 3.16927 4.1437

0 11 0.6974

5

1.36343 1.79588 2.20099 2.71808 3.10581 4.0247

0 12 0.6954

8

1.35622 1.78229 2.17881 2.68100 3.05454 3.9296

3 13 0.6938

3

1.35017 1.77093 2.16037 2.65031 3.01228 3.8519

8 14 0.6924

2

1.34503 1.76131 2.14479 2.62449 2.97684 3.7873

9 15 0.6912

0

1.34061 1.75305 2.13145 2.60248 2.94671 3.7328

3 16 0.6901

3

1.33676 1.74588 2.11991 2.58349 2.92078 3.6861

5 17 0.6892

0

1.33338 1.73961 2.10982 2.56693 2.89823 3.6457

7 18 0.6883

6

1.33039 1.73406 2.10092 2.55238 2.87844 3.6104

8 19 0.6876

2

1.32773 1.72913 2.09302 2.53948 2.86093 3.5794

0 20 0.6869

5

1.32534 1.72472 2.08596 2.52798 2.84534 3.5518

1 21 0.6863

5

1.32319 1.72074 2.07961 2.51765 2.83136 3.5271

5 22 0.6858

1

1.32124 1.71714 2.07387 2.50832 2.81876 3.5049

9 23 0.6853

1

1.31946 1.71387 2.06866 2.49987 2.80734 3.4849

6 24 0.6848

5

1.31784 1.71088 2.06390 2.49216 2.79694 3.4667

8 25 0.6844

3

1.31635 1.70814 2.05954 2.48511 2.78744 3.4501

9 26 0.6840

4

1.31497 1.70562 2.05553 2.47863 2.77871 3.4350

0 27 0.6836

8

1.31370 1.70329 2.05183 2.47266 2.77068 3.4210

3 28 0.6833

5

1.31253 1.70113 2.04841 2.46714 2.76326 3.4081

6 29 0.6830

4

1.31143 1.69913 2.04523 2.46202 2.75639 3.3962

4 30 0.6827

6

1.31042 1.69726 2.04227 2.45726 2.75000 3.3851

8 31 0.6824

9

1.30946 1.69552 2.03951 2.45282 2.74404 3.3749

0 32 0.6822

3

1.30857 1.69389 2.03693 2.44868 2.73848 3.3653

1 33 0.6820

0

1.30774 1.69236 2.03452 2.44479 2.73328 3.3563

4 34 0.6817

7

1.30695 1.69092 2.03224 2.44115 2.72839 3.3479

3 35 0.6815

6

1.30621 1.68957 2.03011 2.43772 2.72381 3.3400

5 (Subana, et al, 2005: 206)

79

APPENDIX D

DOCUMENTATION

80

81

CURRICULUM VITAE

Ryan Permadi Teladan was born on May 25, 1997 in

Selayar. He is the first child and only has two brothers from

the marriage partner Baharuddin and Lindayani, his beloved

parents. He started his education as an elementary school

student at SDN 155 Center in 2003 and graduated in 2009.

In the same year he registered as a student at SMPN 1 Bontobahari and graduated

in 2012. Then, he continued his education at SMA Negeri 3 Bulukumba and

graduated in 2015. Furthermore, the researcher decided to continue his study at

English Department of Muhammadiyah University of Makassar.

At the end of his study, he could finish his thesis entitled The

Effectiviness of E-Learning System Using Google Classroom to Improve

Students’ Narrative Text Writing Skill (A Pre-Experimental Research at the

Tenth Grade of SMKN 6 BULUKUMBA)