THESIS By Rizkia Ulfah 21170140000024

THE EFFECT OF EDU BLOG AND STUDENTS’ CREATIVITY ON WRITING

SKILLS OF NARRATIVE TEXT

(An Experimental-Method Research at SMAN 66 in South Jakarta)

THESIS

By

Rizkia Ulfah

21170140000024

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2021

i

THE EFFECT OF EDU BLOG AND STUDENTS’ CREATIVITY ON WRITING SKILLS

OF NARRATIVE TEXT

(An Experimental-Method Research at SMAN 66 in South Jakarta)

A Thesis

Presented as partial fulfillment of Requirements for the Degree of Master of Education (M. Pd.) in

Graduate Program of English Education

By

Rizkia Ulfah

NIM. 21170140000024

Approved by the Supervisors

Dr. Nida Husna, M. Pd.

NIP. 197207052003122002

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2021

ENDORSEMENT SHEET

This is to validate that the committee at the Faculty of Educational Sciences

State Islamic University (UIN) Syarif Hidayatullah Jakarta on Thursday,

August 09, 2021, examined the thesis entitled "The Effect of Edu Blog and

Students’ Creativity on Writing Skills of Narrative Text" The thesis was revised

in accordance with the examiners' recommendations, and thus satisfied one of

the requirements for the academic title of' "M.Pd." in the Graduate Program of

English Education.

Ciputat, August 09, 2021

The Head of Master Program FITK

Prof. Dr. Ratna Sari Dewi, M.Pd.

NIP. 197205011999032013

Date

(Aug 09, 2021)

Signature

Examiner I

Kustiwan, S.Ag., M.A., Ph.D.

NIP. 19720420 199803 1012 (Aug 09, 2021)

Examiner II

Dra. Faridah, M.Pd.

NIP. 19631010 199103 2003 (Aug 00, 2021)

Acknowledged by

The Dean of Faculty of Educational Sciences

Dr. Sururin, M.Ag. NIP. 197103191998032001

iv

ABSTRACT

Ulfah, Rizkia. The Effect of Edu Blog and Students’ Creativity on Writing Skills of Narrative

Text (An Experimental-Method Research at SMAN 66 in South Jakarta), 2021.

The aim of this research was to obtain the empirical evidence of the effect of Edu Blog and

students‘ creativity on students‘ writing skills of narrative text (An experimental study at SMAN 66

South Jakarta in academic year 2020-2021). This study used a quantitative method with

experimental design which involved 80 students as the sample consisted from 40 students as

experimental and 40 students for control group. The sample was taken by random sampling

technique. The data of this study obtained through pre-test and post-test of writing narrative text,

the test of creativity and a set of questionnaires of Edu blog. The findings of this study revealed

that: (1) Edu blog has an effect on students‘ writing of narrative text, (2) students‘ creativity

affected their writing of narrative text, and (3) there was the effect of the use of Edu blog and

students‘ creativity on students‘ writing of narrative text.

Keyword: Edu Blog, Students’ Creativity, Students’ Writing Skills of Narrative Text

v

ABSTRAK Ulfah, Rizkia. The Effect of Edu Blog and Students’ Creativity on Writing Skills of Narrative

Text (An Experimental-Method Research at SMAN 66 in South Jakarta), 2021.

Penelitian ini bertujuan untuk menemukan bukti empiris mengenai pengaruh penggunaan Edu blog

dan kreatifitas siswa terhadap kemampuan menulis teks narasi siswa kelas 10 SMAN 66 Jakarta

Selatan tahun akademik 2020/2021. Penelitian ini menggunakan metode kuantitatif dengan desain

ekperimen yang melibatkan 80 siswa yang terdiri dari 40 siswa untuk kelas eksperimen dan 40

siswa untuk kelas control. Sampel pada penelitian ini diambil dengan menggunakan tehnik acak

sederhana. Data penelitian dikumpulkan melalui pre-test dan post-test menulis teks narasi, tes

kreatifitas serta satu set angket mengenai Edu blog. Temuan penelitian ini menyatakan bahwa: (1)

Edu blog berpengaruh pada kemampuan menulis teks narasi siswa, (2) terdapat pengaruh kreatifitas

siswa terhadap kemampuan menulis teks narasi siswa, serta (3) terdapat pengaruh antara

penggunaan Edu blog dan kreatifitas siswa terhadap kemampuan menulis teks narasi.

Kata Kunci: Edu-Blog, Kreatifitas Siswa, Kemampuan Menulis Teks Narasi

vi

ACKNOWLEDGMENT

In the name of Allah, the Most Beneficious and the Most Merciful. All praises and gratitude

be to Allah SWT, who has blessed the writer to complete this thesis with His continuous favor.

Peace and salutation be upon to our prophet Muhammad SAW, his companions and his followers.

It is one of the writer's greatest pleasures to express gratitude to all of the lecturers, family,

friends, and institutions who have assisted and contributed in the process of conducting the research

and completing this thesis, resulting in a complete writing that can be presented to the Faculty of

Educational Sciences in partial fulfillment of the Master Degree in English Education requirement.

The writer would like to thank to her advisor, Dr. Nida Husna, M. Pd., M. A TESOL who

had given her time and support to guide the writer in preparing and finishing this thesis. I would

like to express my very profound gratitude to my mother, Feni Fachri for providing me with

unfailing support and continuous encouragement throughout my years of study and through the

process of researching and writing this thesis. This gratitude also goes to all 2017 academic year

colleagues and all those who have supported and prayed for the writer during the writing process,

who cannot be mentioned individually. The sincere also goes to:

1. Dr. Sururin, M. Ag., as the dean of Faculty of Educational Sciences.

2. Prof. Dr. Ratna Sari Dewi, M. Pd. as the head of Master Program of English Department

3. All the lecturers in Master Program of English Educational Sciences Department

4. Kusnyoto, S. Pd. as the master of SMAN 66 Jakarta

Thank you very much. May Allah Almighty blessed all of them. Amin Ya Rabbal Alamin.

Jakarta, 10th

August 2021

Rizkia Ulfah

vii

TABLE OF CONTENTS

APPROVAL BY THESIS EXAMINERS ............................................................... ii

STATEMENT OF ORIGINALITY ........................................................................ iii

ABSTRACT ............................................................................................................ iv

ABSTRAK ............................................................................................................... v

ACKNOWLEDGMENT ......................................................................................... vi

INTRODUCTION .................................................................................................. 1

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

B. Identification of the Problem ............................................................................6

C. Limitation of the Problem .................................................................................6

D. Research Questions ...........................................................................................6

E. The Objective of the Research ..........................................................................6

F. The Significance of the Research .....................................................................6

CHAPTER II ........................................................................................................... 8

LITERATURE REVIEW ....................................................................................... 8

A. Writing Narrative Text .....................................................................................8

1. The Understanding of Writing Narrative Text ......................................... 8

2. Schematic Structure of Narrative Text ..................................................... 9

3. Linguistic Features of Narrative Text .................................................... 10

4. The Step to Build a Narrative Text ........................................................ 11

B. Teaching and Learning Activity with Technology .........................................13

C. Edu-Blog .........................................................................................................14

1. Definition of Edu-Blog ........................................................................... 14

2. Types of Edu- Blog ................................................................................ 16

3. The Stages of Edu-Blogging .................................................................. 16

4. The Components of Edu-Blog ................................................................ 19

D. Creativity ........................................................................................................20

1. The Understanding of Creativity ............................................................ 20

2. Indicators and Level of Creativity .......................................................... 22

3. Elements of the Assessment of Students‘ Creativity.............................. 23

4. Creativity in Language and Language Learning .................................... 24

E. Previous Related Study ...................................................................................25

F. Thinking Framework ......................................................................................27

G. Theoretical Hypothesis ...................................................................................27

CHAPTER III ....................................................................................................... 28

RESEARCH METHODOLOGY .......................................................................... 28

viii

A. Research Method ............................................................................................28

B. Research Design .............................................................................................28

C. Place and Time ...............................................................................................29

D. Population and Sample ...................................................................................29

1. Population of the Research ..................................................................... 29

2. Sample of the Research .......................................................................... 29

E. Variable of the Research .................................................................................30

F. Research Instrument .......................................................................................30

1. Writing Competence............................................................................... 31

a. Conceptual Definition ............................................................................ 31

b. Operational Definition ............................................................................ 31

2. Learning using Edu-blog ........................................................................ 33



3. Students‘ Creativity ................................................................................ 34



G. Data Collecting Technique .............................................................................36

1. Pre-test ...................................................................................................... 36

2. Post-test .................................................................................................... 36

H. Data Validity ...................................................................................................37

CHAPTER IV ....................................................................................................... 41

RESEARCH FINDING AND DISCUSSION ...................................................... 41

A. Research Finding ............................................................................................41

1. The Data Description.............................................................................. 41

2. The Testing of Hypothesis ..................................................................... 50

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

CHAPTER V......................................................................................................... 56

CONCLUSION AND SUGGESTION ................................................................. 56

A. Conclusion ......................................................................................................56

B. Suggestion.......................................................................................................56

C. Implication ......................................................................................................57

D. Limitation .......................................................................................................57

REFERENCES...................................................................................................... 59

APPENDICES ...................................................................................................... 66

ix

LIST OF APPENDICES

APPENDIX 1 Syllabus .....……………………………………………………..67

APPENDIX 2 Lesson Plan (Experimental Class/1) ....………………………...70

APPENDIX 3 Test in Writing Narrative Text (Pre-Test……………………….81

APPENDIX 4 Lesson Plan (Experimental Class/2) ........……………………...83

APPENDIX 5 Lesson Plan (Experimental Class/3) ...........................................93

APPENDIX 6 Creativity Test in Writing .........................................................102

APPENDIX 7 Creativity Test Scoring Rubric ..................................................107

APPENDIX 8 Lesson Plan (Experimental Class/4) .........................................108

APPENDIX 9 Rubric of Blog Writing Project .................................................116

APPENDIX 10 Lesson Plan (Experimental Class/5) .......................................118

APPENDIX 11 Lesson Plan (Experimental Class/6) .......................................128

APPENDIX 12 Lesson Plan (Control Class/1) .................................................138

APPENDIX 13 Pre-Test of Writing Narrative Text .........................................150



APPENDIX 16 Creativity Test in Writing .......................................................170




APPENDIX 20 Post-Test of Writing Narrative Text ........................................202

APPENDIX 21 The Questionnaire of Edu-Blog ..............................................208

APPENDIX 22 The Example of Student‘s Worksheet with High Score of Writing Narrative Text

from Post Test of Experimental Class..……………………………………… 213

APPENDIX 23 The Example of Student‘s Worksheet with High Score of Writing Narrative Text

from Post Test of Control Class ........................................................................214

APPENDIX 24 The Example of Student‘s Worksheet with Low Score of Writing Narrative Text

from Post Test of Experimental Class...............................................................216

APPENDIX 25 The Example of Student‘s Worksheet with High Sore of Writing Narrative Text

from Pre-Test of Control Class .........................................................................217

APPENDIX 26 The Example of Student‘s Worksheet with Low Score of Writing Narrative Text

from Pre-Test of Control Class .........................................................................218

APPENDIX 27 The Result of Inter-rater Reliability ........................................219

APPENDIX 28 Official Letters……………………………………………….221

x

LIST OF TABLES

Table 2.1 A True Friend .....................................................................................10

Table 2.2 The Screenshots of Setting Up Blog Process .....................................17

Table 3.1 Pre-Test and Post-Test Format ...........................................................28

Table 3.2 The Population of the Research .........................................................29

Table 3.3 The Sample of the Research ...............................................................30

Table 3.4 The Criteria of Writing Narrative Text ............................................322

Table 3.5 The Criteria of Writing Scores ...........................................................33

Table 3.6 The Blueprints of Questionnaire Using Edu-Blog ............................34

Table 3.7 The Blue Print of Creativity Test .......................................................35

Table 3.8 r Coefficient Correlation Validity ......................................................37

Table 3.9 The Result of Inter-Rater Reliability ..................................................38

Table 3.10 Cohen‘s Kappa Statistic ...................................................................40

Table 4. 1 Descriptive Statistics of Pre-test and Post-test Score of Writing Narrative

Text……………………………………………………………………………..Error! Bookmark

not defined.

Table 4. 2 Tests of Normality .............................................................................44

Table 4.3 Wilcoxon Test ....................................................................................45

Table 4.4 Score of Writing Narrative Text by Conventional Teaching Tool with Student‘s High

Creativity ............................................................................................................46

Table 4.5 Writing Narrative Score by Using Edu-Blog with High Creative Students

…………………………………………………………………………………..47

Table 4.6 Writing Narrative Score by Conventional Teaching Tool with Low Creative

Students…………………………………………………………………………48

Table 4.7 Writing Narrative Text Score by Using Edu-Blog with Low Creative

Students…………………………………………………………………………49

Table 4. 8 The Result of ANOVA test ...............................................................51

_Toc79522255

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xi

LIST OF FIGURES

Figure 3.1 The Relation of the Variable.............................................................30

Figure 4.1 Histogram of Writing Pre-test Score of Experimental Group ..........42

Figure 4.2 Histogram of Writing Post-test Result for Experimental Group ......42

Figure 4.3 Histogram of Writing Pre-test Result for Control Group .................43

Figure 4.4 Histogram of Writing Post-test result for Control Group .................44

Figure 4.5 Histogram Score of Writing Narrative Text by Conventional Teaching Tool with

Student‘s High Creativity....................................................................................47

Figure 4.6 Histogram of Writing Narrative Score by Using Edu-Blog with High Creative

Students…………………………………………………………………………48

Figure 4.7 Histogram of Writing Narrative Score by Conventional Teaching Tool with Low

Creative Students ................................................................................................49

Figure 4.8 Histogram of Writing Narrative Text Score by Using Edu-Blog with Low Creative

Students ...............................................................................................................50

1

INTRODUCTION

A. The Background of the Study

As one of the language skills, writing is an essential skill that should be mastered

which may help students to develop their abilities in presenting opinion and sharing

feelings through written word (Estrelita, 2014). Furthermore, it may help the students to

develop thinking skills, foster communication, arrange persuasive and logical argument and

prepare for school and employment (Chappell, 2011). Writing is used extensively in the

higher education and in the workplace. Some of the professional communication is done in

written form such as the proposal, e-mail, applications, reports, and etc. If the students

confused how to deliver the idea in a written form, they will not be able to communicate

well with the teachers or their peers. Thus, learning how to write properly is needed.

Unfortunately, some students who learn English as a second language or foreign

language are still having many difficulties to produce a good writing. This is in accordance

with the explanation from Fareed et.al (2016) that ESL learners faced several difficulties in

writing which obstruct them from their writing skills. The reason why writing is a great

challenge is because it has complex stages and many components that should be mastered.

The students are required to combine several components to produce a good writing,

starting from grammar to cohesion and coherence of the sentences (Riswandi et.al, 2018).

The students have to use correct grammatical rules such as tenses, punctuation,

capitalization, etc. to achieve a good quality of writing. Besides, writing process is also

complicated starting from finding ideas, making outlines, writing the draft, revising the

draft until the end of the process. The explanation of these problems is in line with who

stated that the difficulties in writing caused by the purpose of writing and how to organize

ideas into writing. This complexity caused students could not acquire the writing

competence quickly.

Based on the syllabus of curriculum 2013 from the Ministry of Education and

Culture (2013, p. 65), teaching English for Senior High School has basic competence and

core competence. The core competence of teaching English or KI 3 is: Understanding,

applying, and analyzing factual, conceptual, procedural, and metacognitive knowledge

based on his or her curiosity about science, technology, arts, culture and humanities with

insights into humanity, nationality, statehood and civilization regarding the causes of

phenomena and events. This competency is then broken down into KD 3.8 or basic

competency which stated that teaching English is concentrating to develop oral and written

communication competencies. Referring to the syllabus of Senior High School curriculum,

there are several genres in writing and one of the writing genres that should be studied is

narrative text (Kementrian Pendidikan dan Kebudayaan 2013, 2013). A study by Aini

(2016) showed that narrative genre is a popular genre because it is most commonly read by

people. This genre aims to entertain the reader with a story involving the events, problems,

and a resolution (Irfani, 2017). Nevertheless, there are still many problems faced by the

students in writing narrative text (Wati 2018; Afriani 2019). Those problems include the

lack of comprehension of the generic structure of narrative text, recurrent errors in

grammar, limited knowledge about writing organization, and the text was copied from

internet.

Based on an interview with several English teachers of Senior High School in

Jakarta, they coincided that there were several problems of writing narrative text faced by

students; they frequently made mistake in grammar, they were lack of choosing the suitable

word, they found it is difficult to use variety of words, and they were less practicing

2

writing. The teacher explained that during this pandemic, the students are more active in

practicing speaking skill than in practicing writing skill. This is because the teacher has not

used other interactive media to support students‘ interest and creativity in writing process.

Thus, the students felt boring and became demotivated to write a good narrative text.

Those problems are in accordance with the problems discussed by Nunun (2010)

who explained that one of the factors that affect student‘ low proficiency of writing is the

students are rarely practice writing in English and the teacher did not facilitate them well.

This factor raised some problems on students‘ writing. For instance, they had a lack

understanding of the structure, the purpose, and the language feature of the text.

Considering this case, it is beneficial for teachers to find or improve their teaching

technique in order to meet students‘ need of good writing. Thus, the researcher used a short

video as the media to guide the students‘ activity in an interesting way. Furthermore,

Pertiwi (2016) also explained that the students faced some difficulties in writing, such as

the students were unable to organize the text well and they had poor knowledge about

grammar and word choice. The researcher tried to help students‘ difficulty by utilizing

documentary film. The students observed documentary film to answer several questions in

a draft and they were assigned to do the process of writing. The purpose of using

documentary film is to activate students‘ knowledge in organizing their idea.

Another study conducted by Raulan and Siti Fatimah (2018) has shown that although

writing narrative text seems interesting as the students aim to entertain the reader, some of

students find it difficult to understand writing process and build the idea of writing

narrative text. They also stated it is necessary for teacher to look for ways so that the

teaching and learning process can be more attractive. One of those ways is through the

integration of an interesting media to facilitate students in writing and spur their interest.

Based on this problem, they integrated Webtoon digital comic as a media for students to

find inspiration for writing narrative text as those all are narrative text.

From those studies it can be seen that the use of various media in teaching and

learning process is needed to increase students‘ interest of writing and to learn in new or

creative ways including the writing of narrative text. During the pandemic, the schools

around the world closed the activity in the schools and changed it into online learning as

the prevention of the spread of virus. Both the students and the teachers had to adjust to a

new situation. In the response to this case, teacher‘s creativity is needed in choosing and

using other interactive media as a help for the media that is usually being used in the

classroom especially during this pandemic when many students experience boredom and

demotivation in writing. As Sakkir et.al (2020) stated that the best solution to conveyed the

material properly to the students during this pandemic is through the use of E-Learning

media. On the other word, the use of other interesting media should be integrated into

learning process as an alternative media because during the pandemic we rarely use paper

directly. Yet it does not mean the paper and course book must be replaced.

Considering these issues, the researcher assumed that media is on of important tools

to be used by the students to motivate them to be more productive in writing and also to

produce a good writing. This statement is supported by Brown (2001) who said that using a

variety media will help students to learn more and improve their skills. In line with this,

Naz and Akbar (2010) notified that the teachers need effective media to systematically

deliver the knowledge. It also described by Ratminingsih and Budasi (2019), learning

media is crucial to facilitate teachers conveying information and knowledge, so it will be

easier for students to understand the material and achieve the learning objectives. The

researchers also explained there are three main types of learning media; visual media, audio

media and audio-visual media. In addition, learning media can be categorized into printed

or non-printed and technology or non-technology produced media (p. 50).

3

The integration of technology in the teaching and learning process has been

developed in the 21st Century. It provides range of possible solution for refining teaching

and learning inputs, processes, and output (Pardede, 2012). Nowadays, the students in most

of levels of education are majorly generation Z. They are digital natives which means that

they born in smartphone era and often use technology from a very early age (Nazara,

2016). They have developed different learning style and cognitive capacity (Kopáčkková,

2015). The students are familiar to use ICT tools for learning and quickly use the devices.

They are able to absorb information on their own and communicate with others using

electronic devices and gadgets. Thus, using ICT has become essential in this digital era to

create varied learning atmosphere, support and maximize the learning process in all

subjects (p. 127).

In a study by Munawwarah (2014), she explained that as stated in Indonesia‘s

curriculum, information and communication technology (ICT) is an essential component

that should be integrated into all subjects, including English. Teachers are expected to be

innovative and creative in the development of teaching materials, classroom management,

and the use of teaching methods and strategy that are adapted to students‘ needs and

development (Moyle et al., 2017). Because of this demand, it can be assumed that it is

important for teacher to use ICT in teaching and learning process in order to help students

to gain good quality of learning. This assumption is under Rahma and Yunani (2018) who

explained that the use of ICT has transformed teaching and learning activity to be more

interactive and collaborative which may improve the quality of education. Regarding

learning and teaching process especially in English subject, Shinde and Shaikh (2020) said

that ICT can be integrated into the learning process to motivate students by applying

interactive multimedia exercises. It may help the students comprehend the material well.

Furthermore, one of the skills that might be possible to use to promote creativity in

writing is basic technological skills (Ferrari et.al, 2009). The technology's rapid adoption

applies to social computing applications. Social computing applications include social

networking sites (such as Facebook and MySpace), bookmark sharing (del.icio.us and

Citeulike), multimedia sharing (Flickr and YouTube), online gaming (Second Life), and

blogging. A study by Anderson (2010) highlighted the following information and

communication technology skills includes addressing minor technical problems, strong

internet surfing skills, downloading online electronic resources, understanding of file

formats, ability to assess the quality of online materials, understanding of web browser,

mixing expertise, improving skill, and management skill. Students' knowledge of

technological skills and tools can help them develop creativity, especially in writing.

To successfully integrate technology into learning process, the teachers are expected

to guide the students to utilize it. This is due to the problem found in acquiring basic

technology skills and IT knowledge by the students (Herold, 2009). They often rely on the

information taken from search engine without having critical skill to access what they

actually need. The technology mentioned is related to which nowadays used by people as

one of significant application in supporting works, expanding social networks for business

and also developing of good education.

According to Kranthi (2017) technology may play important role in promoting and

improving language learning, allow the teacher to distinguish instruction, and adjust

activities in classroom and homework assignments. Thus, improving the experience of

language learning (2017, p. 30). In addition, Connor, et al. (2018) also stated that

technology may complement teachers‘ efforts to deliver instruction and practice time to

students and afford students extra opportunities to engage with writing both in and out of

the classroom.

4

The understanding of the role of technology in educational field has evolved from

early beginning of Computer Assisted Language Learning (CALL) to today‘s accentuation

on Information and communication Technology (ICT) (Dudeney and Hockly, 2012). CALL

is an approach to language teaching and learning which used a computer as a significant aid

for guiding students to language learning program (Hartoyo, 2006). It emphasized on

computer-mediated communication (Dudeney and Hockly, 2012). Furthermore, ICT refers

to all communication technologies includes wireless network, computer, software and other

media application that allows the user to communicate purposefully, access, save, and

transmit information in digital technologies (Semenov, 2005). The use of ICT is a sign of

new age in education which improves current instructional model and improve new training

models (Telebian et.al, 2014).

There are two groups of ICT tools that can be used by EFL teacher to help the

students with their learning process: non-web-based learning and web-based learning

(Nazara, 2016). Non-web-based learning tools are technological devices used in an

internet-unconnected learning environment while web-based learning tools are

technological devices used in learning process in online environment. In this study, the

researcher utilized one of web-based learning tools called Edu-blog because it provides the

possibilities to create a well-designed, interactive, learner-centered, and flexible e-learning

environment (Khan, 2005). It can be said that media and tools of learnings have become

increasingly relevant to support the process of developing writing ability (Diki, Ngadiso, &

Asib, 2018). As a study conducted by Estrelita (2014) revealed that students demonstrate

well to do writing using Edu-blog rather than using printed media. This is because they

were more interested in using Edu-blog than printed media and they gave a positive

response to it since it brings many benefits for them especially in writing. She also stated

that Edu-blog allows the students to post their writing and also react to the response given

on their posting. Thus, Edu-blog can become interactive media for teaching and learning

process.

Edu-blog is possible to give positive impact used by the students and allow teachers

to monitor students‘ writing progress continually and give them feedback on their writing

work. It means that the interaction between teacher and students can be built up to support

the process of writing. Thus, it can be assumed that Edu-blog has contribution as discussion

and feedback device between teacher and students. This assumption is supported by the

statement from Hernandez (2018) who said that Edu-blog can shorten the distance between

teachers and students wherever they are.

Nur Nadya (2020) in her study suggested to use Edu-blog to improve students‘

achievements of writing narrative in term of grammar, content, and vocabulary. They

explained that Edu-blog allows students to post the content related to the subject, discuss it

and get immediate feedbacks provided by the teacher and other students. The discussion

about the content made students explore more about it and it gave them the possibility to

construct new idea based on existing ones. While to increase students‘ vocabulary in

writing narrative, the teacher along with other students corrected and suggested appropriate

word to be used by the writer. Then, the student can construct his own understanding of the

word. On the other study conducted by Eman Mohamed (2020) revealed that Edu-blog can

also help the students to improve their writing unity and structure skills. Based on these

studies, Edu-blog has been used to improve students‘ vocabulary, grammar, and also

content of writing.

Furthermore, to maximize students' result of writing a good narrative text, the

creativity is needed. Creativity is the most unique human trait which enables them to

visualize and fantasize many things that does not exist and they may change the world with

it (Gabora, 2013). The narrative genres becomesone of the areas where creativity appears to

5

be a crucial topic. Likewise, most narrative studies, according to Johnstone (2008) focus on

the analysis of narrative structures in oral language. The researcher came to the conclusion

that the tasks of narrative studies appear to be excellent in terms of expressing creativity.

In line with Kress (2003) who stated that writing is a fundamentally creative activity

in which the writer uses available linguistic and semiotic resources to produce texts in order

to create meaning in concrete context. Some studies have recommended researcher to

clarify the connection between learning and creativity because it may contribute to all

stakeholders to find barriers in learning and solve it, such as a study conducted by Fullan

et.al. (2018) who explained that language teacher must incorporate the six global

competencies of 21st-century education in the classroom to meet the demand of preparing

top-notch human capital in the Fourth Industrial Revolution. These include innovation

other than character, citizenship, teamwork, communication, and critical thinking. Also,

another study described that Asian country‘s curriculum, teachers, facilitators, and

educators should utilize and enhance creativity among the students, beginning at a young

age through innovative teaching and learning in ESL classes (Mohd et al., 2018). However,

Sternberg and Kaufman (2010) stated that there is general agreement of the lack of

creativity in educational setting because of schools all over the world do little to promote

creativity. The teachers often express disapproval of the students that seems to be the most

creative in classroom and do little to foster students‘ creativity (Dawson et.al, 1999). They

seem to have a confused concept between what is a creative student and what is a favorite

student. This is because creativity is simply not at the center of the educational discussion

today (Smith, 2010).

It can be seen from the explanation above for English subject, especially in writing

narrative text, the students not only need to know how to arrange the past story but also

need to add their creative ideas to build an interesting story. Thus, to help the students

achieve good narrative writing skills, the teacher should use the suitable tools to make their

imagination flows in written language.

However, based on the interview with the English teachers and some of the

researches above it can be seen that students faced many difficulties in writing narrative

text started from understanding the generic structure, finding an interesting idea, using

correct grammar, and etc. Moreover, in this pandemic situation the students need various

media in leaning process to motivate them to write a good narrative text and to be more

creative in writing. These problems need to be solved and of the ways to do it is by varying

the media of learning. The teachers may master a variety of technology-based abilities to

implement the engaging process of learning. One of the alternative media that can be used

is in teaching and learning activity is Edu-blog. Edu-blog can be helpful for students in

their learning of narrative text process and it may also boost students‘ creativity in writing

narrative text.

The previous study found the difficulties might partly be held accountable because

SLA research of individual learner variables has failed to investigate the effects of

creativity. However, the influence of other cognitive variables such as intelligence,

language aptitude, and different learning and thinking styles have been researched widely

(Skehan, 1991). This study attempted to bridge the gap between previous research by

examining the effect of students' creativity on narrative text writing implementing

technology through an interactive media to promote learing effectivelu. For the purposes of

the study, creativity was defined as a person's capacity to come up with a large number of

innovative and statistically rare solutions to a particular assignment, and it was

operationalized as a total score on a standardized creativity test.

6

Thus, this study aims to investigate the effect of using Edu-blog and students‘

creativity on writing narrative text. The results of this research are expected to be useful for

students, teacher and people who concern about teaching media and its utilization on

students‘ writing of narrative text. The researcher conducted this study to the tenth-grade

students of SMAN 66 Jakarta in academic year 2020/2021.

B. Identification of the Problem

Based on the background of the study above there were some problems found on

students‘ writing ability as follows:

1. The students were lack in writing because they found the difficulty in finding

ideas, making outlines, writing the draft, revising the draft until the end of the

step of writing

2. The students frequently made error in grammar, vocabulary, and language

use

3. The students were not able to choose suitable words

4. They were less practice in writing during pandemic

5. The students accepted limited feedback in the situation of pandemic that

teacher usually gives comment directly in the classroom

C. Limitation of the Problem

Based on the problems which have been delivered, this study limits the problem on

improving students‘ creativity of writing narrative text with the use of Edu-blog. The

subject of this study is limited to the tenth-grade students of SMAN 66 Jakarta in academic

year 2020/2021.

D. Research Questions

The research questions are as below:

1. Is there any effect of using Edu-blog on students‘ writing of narrative text?

2. Is there the effect of creativity level on students‘ writing of narrative text?

3. Is there the effect of using Edu-blog and students‘ creativity on students‘

writing of narrative text?

E. The Objective of the Research

In relation to the problems, the objectives of the study are to obtain empirical evidence

of:

1. The effect of using Edu-blog on students‘ writing of narrative text

2. The effect of students‘ creativity on students‘ writing of narrative text

3. The effect of using Edu-blog and students‘ creativity on students‘ writing of

narrative text.

F. The Significance of the Research

This research provides a possibility to enhance students' writing skills of narrative

text. It also intense to give a contribution to English teaching as one of the disciplinary

subjects in education. The research findings may give supports to four groups of people.

They are English teachers, students, researchers, and other researchers.

1. Theoretically

For English teachers

7

Theoretically, the findings of the research offer valuable information in

determining the impact of using an Edu-blog and students' creativity on

narrative writing skills. The information provided a factual and conceptual

overview of how to help the process of improving writing skills and students'

creativity by using Edu-blog as an interactive tool.

For the students

The research provides information about the use of Edu-blog as an option for

learning tools and creativity skills for improving their narrative writing in both

academic grade and writing performance.

For the researcher

This study considers broadening the researcher's understanding of choosing

alternative writing narrative tools. Furthermore, it will strengthen the

conceptual information and theoretical framework of narrative text, students‘

creativity in writing and educational blog as a tool of learning.

For other researchers

This study expects to present beneficial information for another researcher in

the same field as the research topic.

2. Practically

For the English teachers

The result of this research will benefit English teachers as a practical

contribution by providing references for the practical steps of teaching

strategy, teaching method, or teaching techniques to develop students'

narrative writing. The knowledge will help as teacher guidance to convey the

practice of using the Edu-blog as a learning tool and to perform creativity to

sharpen writing narrative skills. It will also help the teacher in the

advancement of learning strategy and teaching evaluation of narrative text.

For the students

As a practical contribution, EFL learners would enrich knowledge by

exploring Edu-blog learning as a learning tool to improve their narrative

writing skills and practice creativity in their writing.

For the researcher

The researcher will use this research as additional information or procedures

to conduct the research in the same field.

Other Researcher

This study would provide further references for other researcher to identify the

effect of Edu-blog for the next research.

8

CHAPTER II

LITERATURE REVIEW

A. Writing Narrative Text

1. The Understanding of Writing Narrative Text

According to National Council Assessment of the United States, cited by Hasani,

et al., (2017):

Writing is a complex, multifaceted, and purposeful act of communication that is

accomplished in a variety of environments, under various constraints of time, and with a

variety of language resources and technological tools (National Assessment Governing

Board, 2007, p.11).

Writing involves various cognitive and non-cognitive components. The cognitive

components include ability, skill, knowledge, strategies, etc. While the non-cognitive

components consist of attitude, motivation, etc. Sometimes, the students find it difficult

to master this skill because it demanded them to think the idea in English and deliver it

on a piece of paper with correct procedures.

Praba et al. (2018, p. 8) defined writing as a cognitive domain-based skill which

involves learning, comprehension, application and synthesis of new knowledge. It

doesn't need only to adhere the writing conventions but also take account into creative

inspiration, problem-solving, reflection and revision that results in a completed

manuscript. Through writing process, students will gradually enhance their organization

of knowledge and actualize their thoughts (TEKKOL, 2019).

To determine the purpose of writing, a writer should select what kind of genre to

write. There are many types of writing text, and one of them is narrative text. It is one of

the most powerful ways of communication because it lets both the writer and the reader

feel the detailed written scene of the story (Mayer, 2005). Rebecca (2010, p. 1) said that

narrative text relates a series of logical and chronologically related event caused by

factors. It can be said that narrative text communicates with the readers through its

detailed and logical sequence of event.

According to Department of Education and Training of Queensland Government,

a narrative text tells a story from a particular point of view and can be presented using

words, images and/or sounds (Queensland Curriculum and Assessment Authority,

2014). Its purpose is to narrate events, entertain and engage the reader in an imaginative

experience. Not only narrative text entertains the reader but also it provides a lesson

from the problems presented. This is in line with the statement from Pardiyono (2007)

who said that narrative is a story tells about the past event which leads to a problematic

situation and gives the lesson to the reader. The writer invited the reader into the journey

of the story presented. Thus, as a story, narrative text should contain interesting idea in

developing conflict and conclusion.

Narrative text is written form as prose such as folktales, myths, legends, personal

experience and so on (Sulistyo, 2013; Shabirin, 2012). Folktales often tell the reader the

fictional tales about human or animal that have been passed down from generation to

generation. It involves myth and tales which sometimes followed by moral point of the

story. Legend is regarded as the true story about a particular place or a saint. Personal

experience talks about someone‘ experience and typically told from the viewpoint of the

first person.

Ratnawati (2018) defined that the narrative text contains of problematic events

which lead to a crisis or turning point of some kind, which in turn find a resolution. In

9

narrative text, writer should take attention in the event and the problem so it will make

readers clear about the story. Generally, it contains the information about who is the

character, where the action is taking place, whom are involved in it, what to, and why.

The problem section in narrative text distinguishes it from other type of text. For

instance, while in descriptive text the writer only describes the things without rising up

the problem and how to solve it, in narrative text, the writer should raise the problem and

explain how the character solves it. In other word, narrative text should contain problem

and the way to solve it. Thus, the writer should have detail information about the story

which is happened in the past to build a good narrative text.

Narrative text become one of the genres that is commonly read and continues its

popularity among the readers. As this, it is believed that narrative text is a genre that the

students can write naturally (Purba, 2018). Narrative text supports students‘ creativity

because they can develop their ideas in bringing up many new stories. This statement is

supported by Pishghadam (2011) who said that narrative genre seems as one of relevant

topic to the creativity. If in the past many narratives were about a king with his horse,

now that narrative can be developed into a king with his luxury cars. The story can be

changed time by time due to its adaptation to the times and human life (Amalia, 2017, p.

22). Means, writer‘s imagination creates an interesting fictional world in written

language.

2. Schematic Structure of Narrative Text

The organizational structure or schematic structure in narrative text involves

orientation, complication, resolution, and re-orientation/coda (Djatmika & Wulandari,

2013; Mahendra & Rosa, 2014; Noviani, et.al, 2015).

a. Orientation

Orientation is an introductory part of story. It usually answers the question

who, what, when, and where. In this part, the characters will be mentioned with

their own specific characteristics such as age, height, weight, et cetera. The

adjectives are used to describe personal character or attitude generally. This part

also introduces the background of the story relates to the setting, time and other

information to give starting points to the readers. It aims to make the readers

understand what is being talked in the story. In addition, orientation section should

be interesting which can provoke the reader to read the next section of the story

(Lubis, 2013)

b. Complication

Complication is the main point of the story. It will describe the problem,

rising problem, and the climax that happens in developed story (Noviani et.al,

2015). It includes events that lead the characters into a complex situation. The

conflict appears to the story and the characters start to find solution of the problem.

The chronological order of the event can be written in sequence; first, second, third,

finally, etc.

c. Resolution

Resolution can be appeared at the end of the story. There are three possible

resolution which may appear. First, the story will be ended in happy ending.

Second, sad ending will end the story. The last, the end of the story depends on the

readers‘ expectation. It can be sad or happy ending. In conclusion, resolution is the

final part of the story which depicted the character is success or not (Hartati, 2019).

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d. Re-orientation/Coda

This part means the ending of the story is an optional. It may consist of a

moral lesson, advice or message from the writer.

Here is the example of narrative:

Table 2.1

A True Friend

Orientation Once upon a time, there were two close friends who were

walking through the forest together. They knew that anything

dangerous can happen any time in the forest. So, they

promised each other that they would always be together in

any case of danger.

Complication Suddenly, they saw a large bear getting closer toward them.

One of them climbed a nearby tree at once. Unfortunately,

the other one did not know how to climb the tree. So, being

led by his common sense, he lay down on the ground

breathless and pretended to be a dead man.

Resolution The bear came near the one who was lying on the ground. It

smelt in his ears, and slowly left the place because the bears

do not want to touch the dead creatures. After that, the friend

on the tree came down and asked his friend that was on the

ground, ―what did the bear whisper into your ears?‖ The

other friend replied, ―Just now the bear advised me not to

believe a false friend‖.

Coda A true friend in need is a friend indeed

(Course, 2017)

Furthermore, when writing a narrative text that sequencing people and events in

time and place, the writer needs to pay attention to the grammatical features used. The

grammatical features of narrative text will be discussed as follow.

3. Linguistic Features of Narrative Text

According to Knapp (2005), narrative text typically has some linguistic features

such as:

a. Mainly use action verb that describe an action

Action verb defined as a verb that explains an action that a person or an

animal can do (Rahmadani, 2019). For instance, ―Cinderella run quickly down the

stairs‖, the action verb from this sentence is ―run‖ because it describes Cinderella‘s

11

action. In addition, sometimes narrative text also uses descriptive language to add

more imagination on reader‘s mind about the story (Zein et.al, 2019).

b. Normally use the past tense

Narrative text aims to tell the reader about past events chronologically. As its

purpose, the writer may use past tense dominantly to narrate the story (Zein et.al,

2019). However, it is possible to use other tenses such as present tense or present

continuous tense that is usually used to show direct speech of the character from the

story (Knapp, 2005).

c. Typically uses temporal connectives

Narrative text often uses temporal connectives (Gerrot, 1995 in Rustipa,

2011) to link one event to another such as first, then, after, and etc. The use of

connectives is to drive the plot forward and to influence the reader (Suhartini, 2016).

Moreover, it will show that the story is written chronologically

d. Can be written in in the first person or the third person

Narrative text can be written either in the first-person point of view or the

third-person point of view. When the story is narrated the action by a character and

mostly used the pronoun ―I‖ it is called first-person point of view. Otherwise, if the

author is narrating the character and describe them by using the third-person

pronouns (she, he, it) it called third-person point of view (Gallant & Eagles, 2017).

The story that is told through the third-person point of view allow the reader

to gain more understanding about the world outside the first-person perspectives.

The way the story delivered is various; it may show the view from several

characters‘ perspectives or limited only from a third-person point of view (Hallet,

n.d.).

To sum up, narrative text is a storytelling in form of oral and written language

that aims to entertain the reader with its interesting idea in chronologically order. It is

often come with moral value. Narrative text may support students‘ creativity in

developing the story based on their imagination.

4. The Step to Build a Narrative Text

Wati (2018) and Harmer (2007) mentioned that there are some steps of writing

narrative text as follows:

a. Pre-writing

The writer in this step can gather more ideas to be developed into the plot of

the story. In this stage, teacher guides the students to determine a topic. The topic

comes up from the prior knowledge, issues, interest that can be explored by the deep

understanding and finding clear description about it. The idea also can be related to

the subject, purpose and audience. The writers should know the subject or big theme

that they want to explore in the story and how the story can entertain the readers. The

theme and purpose also should appropriate with audience‘s needs. On the other

word, this stage will help the writer to determine the target audience (Athuraliya,

2020). In the very beginning teacher has a chance to takes role as supervisor or

advisor by guiding students with questions. The process of the stage focuses on how

12

to provoke student to brainstorm, plot and gather ideas to be developed into the next

step of writing (Caswell, 2004).

Since the purpose of this stage is to find as much as the writer can about the

subject, in the beginning of this stage, the students may write the general topic they

have decided, clear their mind and start to write continuously every single thought in

their mind which is related to the theme (Leki, 2016).

b. Drafting

After deciding the ideas and the outline of the story, the writer need to write

it down into complete sentences in good paragraph format (Boardman & Frydenberg,

2008). From the first draft, students will be guided to continue writing by

considering the organization of ideas or topics. In this stage the title can be

determined. It can be said that while the writers start this step, they should refer back

to the plan that they have determined. However, if the plan needs improvement or

changes it is no problem to do so. In this section, the writers need to be detailed as

they can in writing the outline of the plot and describing the characters and the

setting (Langan, 1942). In short, they should concentrate on delivering the ideas on

paper, organize it logically, and developing the topic with enough information. When

the writers process information in the brain, they will make some connections or

even the ideas as they are writing the first draft. When this happens, the writer needs

to go back to the stage 2 to work in new ideas.

c. Revising

Revision part need some time to make it works better. The writers may put

their position as the reader to consider the writing result from reader‘s point of view.

Revision means to re-see or re-look on the writing result. On the other words, the

writer should put aside the spelling, grammar, and sentences for later section (Better,

2018). There are several questions can be asked in order to identify which part or

which information are working and which are remain unclear: are my ideas

presented in chronologically order? Is my purpose clearly delivered to the reader?

Do I follow the schematic structure of narrative text?

After this step, the writers go to editing step.

d. Editing

While revising, the writers should focus on how to make the content clear

for the reader and focus on how to meet the requirements of good written English.

The writer needs to check and edit all the paragraphs and read it more and more.

They may rewrite paragraph, checking the structure, grammar, spelling,

capitalization, word choices, et cetera (Boardman & Frydenberg, 2008). Oftentimes,

the students find it hard to do editing step on their writing carefully because they

have put a lot of work in it then it will be painful for them to take a look at the

writing on more time (Langan, 1942). However, this stage should be taken to correct

the mistake and ensure a good grade on a good writing result.

e. Publishing

The final product is ready to be read. The product of writing could attract

readers‘ attention after publishing. In writing class, this product can be assigned and

graded by teacher.

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B. Teaching and Learning Activity with Technology

When it comes to e-learning technologies, we have a propensity to fall into one of three

categories (Dahlberg, 2004).

1. Uses determinism

2. Social determinism

3. Technological determinism

Computers should be used to help learners build knowledge, not to control them, according

to Jonassen (1996) and Clark (1994) in instructional technology (p.4). Clark contends, among

other things, that technologies are "mere vehicles that transmit teaching but no longer influence

student accomplishment" in his essay. It is instructional practices, not technology, that are the

active components in effective learning.

Educational technology, according to Garrison and Anderson (2003), can improve the

quality of learning experiences by transforming them in beneficial ways. Argumentative skills,

increased written communication skills, significant problem-solving abilities, and opportunities

for reflective deliberation are all aided by e-learning communication technologies. Technologies

(for example, asynchronous text-based internet tools with a time leg while communicating) have

the intrinsic ability to successfully encourage higher degrees of learning.

Teaching classrooms are mostly done by face-to-face format. However, it was equipped

with technical in which it enables the combination of face-to-face format and e-learning format

(Hamiti, 2012). These adjustments are reasonable because educational techniques are always

aligned with personnel preparedness for the current labor market. Moreover, the recent outbreak

of Corona virus-19 has changed the mode of teaching and learning today. It has impacted all

sector involving educational sector. The new policy has suspended the public activity by keep

on social distancing.

Since the middle of the semester, all the activity should be done with the distance to reduce

the spread of Covid-19. With this incidental transition of learning from face-to-face format to

online format, the teachers and the students should adapt to it to maintain the need of education

and also the sense of community while being isolated in the house. Many schools utilize the

technology-based learning to meet students‘ need of involving in the course content until the

normal condition. This new mode of teaching and learning called distance education (online

learning) (Syahria, 2020).

Online learning is described by most authors as access to learning experiences via the use

of some technology (Benson, 2002; Carliner, 2004; Conrad, 2002). Both Benson (2002) and

Conrad (2002) identify online learning as a more recent version of distance learning which

improves access to educational opportunities for learners described as both nontraditional and

disenfranchised. Other authors discuss not only the accessibility of online learning but also its

connectivity, flexibility and ability to promote varied interactions (Hiltz, 2005). Hiltz and Turoff

(2005) in particular not only eluded to online learnings' relationship with distance learning and

traditional delivery systems but then, like Benson (2002) makes a clear statement that online

learning is a newer version or, and improved version of distance learning.

There are three types of online learning:

1. Synchronous online learning/live.

This learning system provides a space for teachers and students to conduct virtual

face-to-face learning activities. Students can interact with teachers or classmates. This

14

model allows students to get engaged with the topic of learning, and the essential

material can be questioned and discussed simultaneously.

2. Asynchronous online learning

This is known as store and forward online learning, and it occurs when the

educator and students do not communicate immediately. It is a self-managed course

that includes activities such as presenting posts on various discussion boards and

exchanging emails. This type provides lodging, accessibility, and self-directed study.

3. Blended online Learning

It's also known as blended learning, which combines frequent face-to-face

meetings, workshops, and instructional exercises with online learning via messaging,

conversation, discussion sheets, quizzes, tests, and declaration.

In recent decades, new online or virtual teaching-learning situations and environments have

been deployed at all educational levels. Web 2.0 tools, such as wikis, blogs, discussion forums,

chats, webinars, and two video conferencing, have become a constant fixture in these places

(Arruti, 2021).

C. Edu-Blog

1. Definition of Edu-Blog

Digital writing through blogging facilitates the language acquisition process and

allows ELL newcomers to simultaneously build language proficiency as they also gain

21st-century literacy skills (Ordonez, 2018, p. 22). Edu-blog is a web-based software

that allows students to express themselves in social setting (Raman, 2015). Its features

are different with a web page such as the students can create a page easily, write and

post their ideas on their blog (KILIÇ & GÖKDAŞ, 2014). This explanation is in line

with the definition of Edu-Blogs presented by Boas (2011, p. 28) that Edu-Blog is the

form of personal or journal diary which permits the writer to post various article and

viewed by many readers worldwide. It is a beneficial teaching tool for improving

students‘ writing and their interactions in the class (Sullivan, 2014).

The term of blog explained the whole collection of articles, while the action of

writing and maintaining a blog called blogging. Blog appeared in the late 1990s and

gradually gained its popularity. Then, WeBlog is emerged along with other computer-

mediated communication technologies such as Web-Based Content Management System

(CMS) (Bruns, 2017). Furthermore, according to Technorati‘ State of the Blogosphere

reports, by the middle of 2006 there were 50 million blogs on the internet and one of

them is Edu-Blog (2011). The blog distinguish itself from such forms by maintaining the

self-authored and stand-alone website to allow the users to create and publish their own

content (Bruns, 2017).

Moreover, blogs are easily updated since most blog applications do not require

users to have any HTML knowledge to add text, images or other media to the blog page.

Also, the comment feature on most blogs allows for asymmetric exchange, or blogs

allow limited exchanges in the form of comments (Carney, 2009). Besides its

simplicity, blogs offer potential for both cognitive and social dimension. For cognitive,

blogs help the students to share the knowledge, to reflect, and act as the embodiment of

self-expression. For social dimension, blogs allow the writer to feel the online

community through large space to maximize their collaboration and communication with

others.

In addition, Ferdig and Trammel (2004) cited four pedagogical advantages of

blogs; (1) encouraging students to be an expert in particular subject matter. When the

15

students explore some information on blog, they need to filter the best content for them

to read then analyze it. If this activity happened repeatedly, it creates interactive process

in which the students collect the bases file for ever growing knowledge on particular

topic, (2) creating a broad chance of participation. Blogs allow the students to control

their own learning while receiving feedback from others. They also take the

responsibility of their blogging by actively seeking or writing the content, (3) raising

students‘ interest and ownership in learning. One of learning goals is to encourage

students to become a community of practice, thus blogging opens up the opportunity for

students to be graded by the world and provide encouragement on their writing, (4) and

opening up students‘ diverse perspective. Blogs encourage all students to engage in a

discussion and opening up a wide range of perspectives. By blogging, the classroom also

provides a larger space for those who fit and registered in the room. It is likely that the

person outside of a class will come in. Thereby extending diversity to include

perspectives beyond the classroom.

According to IGI Global, Edu-blog is a blog with educational purpose. It can be

used and authored by a learner, teacher, researcher or an administrator. It allows the user

to publish online with customized version of WordPress. Blogs are open dialogue which

recommend community building in which both the bloggers and reader exchange

opinions and ideas. Blogs post also displayed in reverse chronological order so that the

visitors can read the latest updates easily on the page (Zulfani, 2015). Teachers are able

to utilize a blog to publish instructional materials or tasks so the students can access and

give comments.

Moreover, Edu-blog also can promote students to set up their own blogs for a

particular subject or for several subjects and also assign tasks to students. The tasks

should be done using blogs (i.e., publishing articles and sharing them with other

students). While the students expand their own blogs, teachers can keep track the

students' progress and identify the learning needs that have not been evaluated especially

with regard of writing ability. As the information on students' blogs are growing,

teachers can give feedback on their own blogs or on class blogs. In other word, Edu-

Blog supports greater opportunity to have meaningful interaction among the students

and teacher. Furthermore, as one of learning tools that aims to motivate the students in

their learning language involving writing, Edu-blog may serve more comfortable space

for them to learn (Gorąca-Sawczyk, 2015). Students may prefer to leave written

comment rather than to say it directly. The roe of the teacher is to give the students

advice on improving their quality of writing. On the other word, the teachers do not

evaluate them in strict manner as may be happen in conventional lesson. This condition

helps the students to feel less pressure in completing the task as Jedynak (2011) cited in

Gorąca-Sawczyk (2015) explained that even the learning process is conducted virtually,

it could be more comfortable for both students and teacher than a traditional one.

Those advantages of blogs are supported by the explanation from Bloch who said

that blogs are ideal for the teaching of writing because they; are simple to build and

maintain, allow the writer to write outside the classroom, easy to share the result, and

support the interactive communication among the writer and the reader (2011, P. 28).

Also, Edu-Blog prioritizes the safety, in which its free of ads and the user can choose his

own privacy setting. As those advantages, blogs have started to emerge as useful type of

educational technology.

16

2. Types of Edu- Blog

Estrelita (Estrelita, 2014) mentioned that there are three types of Edu-blog for

language classes use:

a. Tutor Blog

Tutor blog is created by the teacher/tutor himself with specific purpose. The

teachers can use Edu-blog as instructional resources where they post the tips,

explanation, or example of the materials discussed to help the students in learning

process (Wang, 2008). In addition, teacher can share teaching learning process and

stimulate students to actively participate in class discussion because the students are

able to give comments or feedback in blog entries. On the other side, this activity

also encourages the students to read the written text provided by their teacher.

b. The Learner Blog

This type of blog is an individual blog. It means, each of the students have

their own web blog where they can keep online journal for practicing their writing

skill. In addition, students can write based on their interest and can let the readers

leave comment or can post comments on other students‘ blog. This can be benefit

for the students to improve their critical thinking because they need to reflect on

other‘s comment on their post (William, 2004).

c. The Class Blog

The class blog provided discussion space between teacher and student. They

are able to build a discussion with others, post comments, image or massage related

to the lessons. This opportunity gives the students the sense of freedom to write

their ideas and also a better understanding about the classroom lesson since they

have further discussion in this page. Besides, the teacher should be aware of the

challenges found on this type of blog such as the various number and quality of

students‘ post and comments (Sullivan M. &., 2014 ).

Here is the comparison between the learner blog and the class blog (Philip &

Nichols, 2009).

Learner Blog Class Blog

Complete control, own workspaces Some students may dominate, share

workspaces

Suitable for reflection Suitable for group work

Teacher monitors each student Students monitor each other

‗Inner Monologue‘ writing style Structured writing for audience

However, the learner blog and the class blog have the benefits with their own

function. Having personal or individual blog has one advantage over the other

because it encourages students‘ individual recognition and enables students to

develop their own social presence (Farmer et.al, 2008).

3. The Stages of Edu-Blogging

17

Fellner and Apple (2006) explained there are several stages of Edu-Blogging as

follows:

From the stages above it can be seen that the first thing to do is to set up the blog.

For setting up the blog, the teacher and the students go to the page

https://www.blogger.com/ and click ―Create Your Blog‖ button. Both the students and the

teacher should create a personal email through Yahoo! or Gmail. After having an email

account, teacher and students can sign in to Edu-Blog is by clicking the ―create account‖

button. Therefore, the page of blog will appear if teacher and students have successfully

signed up to the blog. The students can customize their own tittle and address of blog as

they need. After the blog is set, the students can start writing the content based on the topic

given by the teacher. In the process of writing content, the students will receive an email

containing the topic from the teacher. They may spend time for finding the idea and do

freewriting before send it to the class blog. Finished writing the task, they need to send it to

the blog email address to be posted. Their writing will appear in the class blog within a few

minutes. Each of the students can read other‘s posting and write comments on it. For the

process illustration it can be seen in this:

Table 2.2

The Screenshot of Setting Up Blog Process

Setting up the blog

Creating a content

Publishing

https://www.blogger.com/

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Meanwhile, according to Utari (2012), there are six stages in using the blog. The

stages are:

a. Signing up to the blog

To participate in blogging activities, teacher and students should register on

blog. Establishing personal blog is an easy process that can be done less than 10

minutes. Teacher can ask the students to go on www.blogspot.com and log in to their

blog in every meeting. Both of the students and teacher should be familiar with

commands and features provided in the blog.

b. Writing the content

Composing blog is another term of this activity. During this activity, students

should write their essays in the composing fields and the teacher may respond to the

questions from the students.

c. Utilizing search engine

This activity may help the students to come up and share ideas for their writing

process. Students should browse the websites or blogs that discuss the suitable

subject which may help them write their essays.

http://www.blogspot.com/

19

d. Searching English dictionary and grammar website

This exercise is designed to assist students with using effective vocabulary and

grammar in English. Students may be able to expand their vocabulary and reduce the

number of errors or mistakes in their writings.

e. Publishing the content

The focus of this activity is showing students writing on their blog page.

During this process, teacher and students can view blogs to see the essays that have

been writing by the students.

f. Giving feedback to peer’s writing

This stage encourages students to read their classmates‘ postings. The teacher

will guide the students to follow links to their classmates‘ blogs and then read what

they have written. The teacher then instructs them to leave feedback, suggestions, or

corrections on their mates‘ textboxes. Through this process the students are able to

understand and analyze how their peer select subjects and ideas in developing an

essay.

4. The Components of Edu-Blog

As explained by Winer (2003) and Duffy & Bruns (2006), to support teaching

and learning process, blog has some components as follows:

a. The post features

The blog feature usually arranges the content chronologically. The post can be

a space for the writer to express their idea and show off their ability to the public

within one and two paragraphs or it can be several paragraphs long (Duffy & Bruns,

2006). The post can be in the form of text, images, graphics, or multimedia. These

posts have timestamps that indicates when they were written and when they were

published. With this feature, the writer may customize his or her own blog

attractively and creatively.

b. The hyperlinked post structure features

The students may follow the other blog and the followers can see the written

post from the people they have followed. This may lead to the knowledge

enrichment because they can read their friend‘s blog.

c. The archival features

On the blog‘s front page, there are only a few articles appear on it. The writers

who have maintained the blogs for several periods will create an archive of previous

blog posts. However, it is still searchable and retrievable by inputting a key word on

search function. The archiving file can be organized by months, weeks, or the

number of posts.

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d. The comment features

On comment features teacher can use it to write any supportive comment on

students writing. This also can be utilized by the students to make an interaction

between them through commenting on each other postings. Each comment

presented along with the person who write the comment and also the time.

Furthermore, if the students write the comments on their peer‘ writings it will

extend the interaction between them (CampusPress, 2021).

D. Creativity

1. The Understanding of Creativity

Creativity is defined as the aptitude to solve the problems or create something new

(Dörfler et.al, 2010; Cherry, 2020). In addition, Stenberg and Lubart (1994) stated that

creativity is the ability to provide new perspectives, produce novel and useful ideas, and

give solution to the problem raised. It is the ability to think and behave differently from

what others have done and come up with new and unique concept, process, or object (Morr,

2019). However, Lau (2011) stated that new idea comes from the combination of old ones in

new ways. It showed that creativity requires knowledge about the past success of what

people have done since the amount of imagination is based on the amount of knowledge that

is obtained. It helps people to identify which solution really works and which does not. In

conclusion, creativity is not only about imagining but developing something new and useful.

Creativity itself has several sources and one of them is cognitive (Lubart, 1994). It is

believed that cognitive approaches dominated the source of creativity. It focuses on the

ability of thinking and knowledge as the basis of creative work. Guilford (1977) stated that

creativity involving the divergent-thinking which refers to the ability of thinking a set of

different ideas as a form of response to a problem and the level or type of production. It can

be seen that the ability to think divergently leads to the creativity. Guilford has developed

the test for creativity named ―psychometric approach‖ consist of verbal and figural form that

today continues with Torrance Test of Creative Thinking (1974). This test is mostly for

cognitive processes involving divergent thinking, making association, working on many

ideas and problem-solving skills that leads to the creativity (Corpley, 2000).

There are many approaches to creativity based on the Handbook of Creativity by

Stenberg (1999); mystical, pragmatic, psychodynamic, psychometric, cognitive, and social-

personality. On the psychometric approaches there are two common attribute which is

consistent: originality and usefulness, as Lubart stated ―Creativity is ability to produce

unexpected original work that is useful and adaptive‖ (1999). Moreover, the concept of

creativity is often linked to divergent thinking which is the ability to give multiple solution

to an-open-ended problem. It can be said that both divergent thinking and creative thinking

indicates the cognitive process which may lead to original ideas and solution. Furthermore,

the measurement of divergent thinking was prominent in assessing creativity in the latter

half of the last century (Sharma, 2021).

Lau (2011) also explained that creativity is not only for an artist or scientist but it is

really needed for each individual to solve various problems in life. He also stated that better

result of some problems can be obtained if creativity is employed. In school environment,

creativity is mostly seen on students‘ work such as the text they produced through writing

task (TOK, 2015).

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Adair (2007) pointed out that creativity is a mental and spiritual ability that allows us

to create something useful, orderly, and significance. From his point it can be understood

that many things can be made through creativity that is useful, has the beauty and

significance. For instance, a laptop that gradually developed. It has a number of benefits,

such as for typing and creating a good presentation both for work and for school. In terms of

beauty, the laptop nowadays has been developed with slimmer and more elegant form and

even with the touch screen.

In addition, creativity contribute many benefits in life. It gives the chance to discover

up the new idea and new ways of problem-solving. The creative people will see the

obstacles as the opportunities to come up with new idea in resolving the problem. In other

word, creativity may change the perception of life. Creativity is an important condition for

the survival of humanity, it influence self-acceptance (the positive assessment of personal or

others life), personal growth, positive relationship with others and maintaining the autonomy

of ourself (Sawyer, 2012; Schmid 2005).

Moreover, Ward in Ritter et. al (2020) explained that creativity is a result of mental

process such as memory working and the ability to categorize and manipulate the objects.

Similarly, Carter and Russell (2003) asserted that creativity is used to describe mental

process that result in solutions, ideas, concepts, artistic expression, or product that is unusual

and novel. From this definition, it can be seen that the use of creativity is essential in life for

its benefit. As for classroom environment, creativity can be implemented in facilitating the

students with new ways or concepts, including the use of various learning media.

Creativity can be taught and developed by learning and applying creative thinking

process (Scott et.al, 2004). It stands with the foundation of knowledge, learning a discipline

and mastering a way of thinking. Amabile explained that creativity has three components:

expertise involving knowledge, technical and procedural intellectual, creative thinking

involving skills, degree of flexibility and imagination, and motivation involving intrinsic

and extrinsic factor (Amabile, 2018). It can be said that creativity is the product of creative

thinking process. In addition, in a study, Piasecka (2018, p. 89) explained that foreign

language classroom has been described as ‗a nest of creativity‘ where learners can have a

joyful and rewarding experience through engaging creative activities that motivate them to

take risks in using the new language. Unfortunately, teaching practice is mostly focused on

rote learning and put a little attention on cognitive strategies to promote students‘ creativity.

In other words, it is needed for teacher to foster students‘ creativity in the classroom because

it has become crucial in this 21st century (Beghetto, 2006). Creativity may thrive in an

environment where ideas are encouraged and mistakes are accepted as an essential part of

the learning process (Chan, 2014). The environment refers to the setting up and design

physical spaces along with the support resources. The teacher can also help the students to

level up their creativity by exploring the technology as media, playing imagination,

planning, designing and construction. Playing imagination can be done by making a project

about unexpected or unusual connections between the object or ideas or make guesses ―what

if‖ question (IB, 2021). It is important to foster a cooperative atmosphere where the

students are allowed to take a risk and make mistakes (Richardson, 2018). Since the

information bases change quickly and the innovation is crucial nowadays, to think out of the

box and divergently is valued more than ever (Kleibeuker et.al. 2016).

Hurlock in Dewi (2017) also stated that the students should have sufficient

knowledge, appropriate environment, and opportunities. To achieve this, the instructors or

teachers may understand several concepts or theories about it before doing action. There are

several concepts of creativity; first is Wallas and the Four-Stage Process. Maley (2018)

stated that Wallas‘s theory of creativity has four stages process include preparation,

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incubation, illumination and verification. First, preparation which is conceptual

understanding or creative mind which absorb all the information available. In order to

collect information, we can gather it from any resource such as reading literature, interview

people, experimentation, etcetera. Second, incubation means the stage that give a space to

recharge or relax for a while to find ideas or create another thing. Third, illumination is the

stage when people suddenly have the insights to be proceeded with their creation. Fourth, is

verification which means the conscious mind needs to check, clarify, elaborate on and

present the insight gained.

The second is Rhodes and 4 Ps of Creativity (1961) which has focused on a variety

of factors. The dominant factors are identified as the 4Ps which are person, process, press

and product. Person is someone who wants to create product. Covers information about

personality, intellect, temperament, physique, traits, habits, attitudes, self-concept, value

systems, defense mechanisms, and behavior. The process refers to the procedure used by the

person to develop the product. The term process applies to motivation, perception, learning,

thinking, and communication. Press reflects the environment and the climate in which the

person performs and proceeds, to create the product. It refers that person have conducive

time to create. The Press includes organizational culture, resources, best practices, et cetera.

The third is Boden and Conceptual Spaces that is the popular characterizations of the

dimensions of creativity referred to by Csikszentmihalyi and Gardner (among others). They

recite it as a triangle dimension which are individual talent, domain and field. Individual

talent means ideas was bring since born so that it reflects individual is smart. It is highly

playful but also demonstrate incredible discipline and persistence in working through the

practical implications of their creative insight. Boden (1991) stated that creativity is about

exploring and transforming conceptual ideas. However, she missed the concept that

creativity is not about changing the perception but broadening the view of the world. Maley

and Kiss (2018) said that domain is systematic exploration where the ideas will be operated

in area for example, linguistic, mathematical, arts, etc. Hence, field is able to comprise to

other works in same domain.

The fourth is Amabile and Social/Environmental Process. According to Malley and

Kiss (2018), Amabile‘s approach comes from a social and environmental viewpoint which

describes social and environmental condition can influence peoples‘ creativity either

positively or negatively. Referring this theory, the definition of creativity in terms of fluency

(lot different ideas), elaboration (being able to combine ideas) and originality (new ideas,

unusual). In this theory, Amabile‘s theory concentrate on three main factors which Domain-

relevant skills (i.e Familiarity with a given domain of knowledge and technical skills to

operate within it), Creativity-relevant skills (e.g. the ability to break free of‘ performance

scripts‘—established routines, to see new connections) and Task motivation, based on

attitudes, intrinsic motivation, extrinsic constraints and rewards, and so on. Amabile also

concludes the environmental impetus creativity as follows freedom what and how to do it,

recognition feedback and appreciation, sufficient resource, etc.

2. Indicators and Level of Creativity

According to Kaplan & Saccuzo (2005) cited in Wati (2018, p. 46) the creative

thinking of Torrance (Torrance Test Creative Thinking) is one of the best and most popular

creativity tests. The Torrance test measures aspects of creativity such as fluency, flexibility,

originality and elaboration.

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a. Fluency

According to Munandar (2016, p.192), fluency refers to the process of how to

generate many relevant ideas. The student in this aspect will be asked to think of

many different solutions to a problem. They can express their ideas by answering

some questions fluently. The score of students‘ fluency indicates their ability to

produce a number of ideas with words (Torrance, 2018).

b. Flexibility

Flexibility means being able to propose different ideas, able to change the

way or approach and have different direction in thinking. Flexibility is measured in

terms of the individual‘s ability to try new approaches to solve problem. On the other

words, students have some ways to solve the problem, able to find new ways, and

able to think different with another.

c. Originality

Originality means giving unusual answers, different from others. Original

aspect is measured by evaluating unusual solutions or new solutions provided by the

students. In this indicator, the students are expected to have their own idea, their own

solving and their own self mind.

d. Elaboration

Elaboration means the students can provide answers in detail at once then

able to enrich and develop answers. In this indicator, the students are expected to

have skills to explain idea, organize the problem solving, and build their opinion.

3. Elements of the Assessment of Students’ Creativity

According to Yani (2014, p.82) creativity as a person means that creativity is

developed from talent. Creativity is the intelligent that develops within the individual in

order to make a something new to solve problem. Nevertheless, the researcher also

described that sometimes creativity can be produced as an elaboration and incorporation.

However, according to Piaw (2010. P.552) creativity derived from three main

perspectives, those are creative as a person, creative as a product and creative as a process.

Creative as a product, according to Haefele (1962) in Munandar (2016, p. 21) ―creativity is

the ability to create new combinations of social meaning‖.

For creativity, this research adopted the assessment from Guilford and Torrance

(2018). The characteristics of creativity that are measured consist of fluency, flexibility,

originality, elaboration. The test used verbal test of Torrance Test Creativity Thinking

(1986). The verbal test of TTCT has several subtests as followed:

a. Word Building

Word building is an activity that assesses students‘ creativity in constructing the

sentences from the letter given as much as possible. The sentence built should be

grammatically correct and cannot be repeated. This subtest will show students‘ fluency in

forming grammatical sentences.

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b. Ask and Guess

In this part of the task, the teacher asks the students to look at the picture and

complete the three subtasks; (1) asking: the students should ask as may question as

possible about the picture; (2) guessing causes: the students list the possible causes

for the action in the picture; and (3) guessing consequences: the students list possible

effect of the action depicted.

c. Just Suppose

The students are asked to ―just suppose‖ an impossible situation that has

happened and listed as many effects as possible from that situation. This type of

question may help the students to train their creative imagination in delivering the

idea.

d. Unusual Uses

The students are asked to think and write about as many different uses of an

ordinary things such as pen, cardboard, and etc. as possible. For instance, the pen

can be used as chopsticks, as a ruler, and etc. This kind of question may increase

students‘ creativity in seeing something usual in new ways in different situations.

e. Product Improvement

In this test, the students are asked to make an improvement to a toy. This test

may enhance students‘ ability to develop and play with creative idea.

4. Creativity in Language and Language Learning

Carter (2016, p. 13) in the second edition of publication of her study, Language and

Creativity depicted that everyone has the capacity to be creative in the ways they use their

language. ―[L]inguistic creativity is not a property of exceptional people but an exceptional

property of all people‖. She argues for creativity developed based on human needs and

phenomena in social life. People can view the symptom from literature to ‗ordinary‘

language, written to spoken, core to non-core vocabulary, formal to intimate contexts, for

example, using media like internet and its products likes texting, social media such as

twitter, Facebook, line and Instagram, the written-to-spoken continuum is now far more

complex. It extends from written texts intended to be read, through written texts intended to

be spoken, and also to written versions of everyday speech.

Language is not always creative. However, it has a potential to do so because it is

vast and complex. Thus, learning the language can be a creative exercise to integrate the

elements of language in new ways (Clarke, 2015). The creativity in language learning may

be appears in thinking, re-enacting, ideas and lexis. For instance, the ability to paraphrase

the sentences or to translate the language in oral and written language is part of creativity in

language learning outcome.

Learning language as a means of improving students‘ creativity has a special

position in higher education and is critical to their creative growth (Sadykova & Shelestova,

2016). Many language educators would agree that in language education has to infuse

creativity in it. Whether it means the teaching activity should be creative or the task given

should contains creativity to enhance students‘ potential of creativity in learning language

(Jones, R.H, 2019). This is related to how educators understand creativity concept and its

25

implementation in the classroom. According to Galante (2019) the first step to support

students‘ creativity in language classroom is to create a condition where their language

competence and experiences are affirmed. This will lead to their creative description

meaning-making and language learning. This is in accordance with the explanation from

Leveper et, al. (2016) about the principles of creativity, there are; creativity emerges from

learner‘s interaction and participation in an activity, the learner needs opportunities to try

new activity or idea that flows freely and naturally, and the learner needs a framework to

develop creativity.

Furthermore, to work creatively, the students need an autonomy of their learning

process and also the space for more creative writing. Not only assessing their product of

writing but also the interaction as personal and social groups with language that may

indicate their creativity in solving the problem. They also may need an environment that

provides a sense of fun and full of teacher‘s commitment of method that is used. Otherwise,

there are several factors that inhibit students‘ and teacher‘s creativity; think of failure from

both side, teacher‘s fear of loss control, and the limitation of the time (Clarke, 2015).

From two explanation above it can be concluded that the students need appropriate

and supportive environment to develop their creativity. In addition, they should be given

many opportunities to express and understand meaningful language through suitable

instruction and feedback which may help their continuity growth and development

(Lightbown & Spada, 2013). Moreover, nowadays there is a major believe that creativity

can be learned because it is not just a personal trait (Adobe Education Creativity Study,

2012). Thus, the teachers should help their students develop the creativity by selecting task

based on authentic materials and combining material with unusual way to obtain unexpected

end. Moreover, creativity in writing also contribute to the development of several language

level such as grammar, vocabulary and discourse. When the students are demanded to write

creatively, they may manipulate the language in interesting and demanding ways as they

attempt to express it uniquely. They also have the chance to discover the things and play

with the language (Maley A. , 2009).

Jones‘ (2016) chapter on Creativity and language (pp. 16–31) discuss the essential

features of language which propose scope for creativity. One of them that language is

dialogic. In other words, utterances and sentences are interdependent. They derive from

prior text and in their turn condition the ongoing discourse. So, we need to learn how to

respond to the actions and utterances of our participants because creativity emerges from

this dynamic interaction.

E. Previous Related Study

Some researchers have been conducted several studies toward using blog in writing and

students‘ creativity. Through those studies, researchers have assumption that is beneficial to be

conducted in EFL research. The first study was conducted by Hernandez in 2018. The study

entitled Edu blogs in foreign language teaching: integrating language and culture. This study

employed qualitative research which was presumed to give inspirations further research to

implement using blog in foreign language teaching. The study analyzed four groups of blog

categories. There are language-focused teacher‘s blogs, culture class blog, teachers‘ blog and

students‘ blog. This study explained that languages can be practiced by using media namely

blog. Blog can facilitate collaboration between teachers and student. Teachers are facilitators to

promote active learning process to the students. It can be easily accessed everywhere so teachers

and students can take and give feedback as needed. Even though, this study argued that it needs

long time to implement blogging in the language class.

26

The study above has differences with this study. The differences are place and time of

the research, objective, research methodology, population and sample, technique of collecting

data, design of the research and data validity. The similarity with the writer`s study is on using

blog in language learning.

The second study titled ELL Newcomer Literacy Achievement Through Blogging and

Inquiry-Based Learning. This study was conducted by Ordonez in 2018. This study offers

teachers with a series of lessons to support students‘ language acquisition, developing reading

and writing and 21st-century literacies through inquiry and blogging. The project is designated

to be applied by teachers of high schools ELL newcomers. The eleven lessons propose teacher

resource for the implementation of an ongoing inquiry-based project, the topic of which is self-

selected by the student. This research has some differences to the recent study involves place

and time of the research, research methodology, population and sample, technique of

collecting data, design of the research and data validity. The recent study is similar to the

previous on blogging which support students‘ project.

The third study was presented by Esterlita in 2014 which is entitled Project Based

Learning in EFL Writing: The Use of Edu-blog in this research is focused on finding out

whether the use of Edu-blog in the implementation of Project-based learning is effective to

improve students‘ writing skill and what students‘ perceptions after using Edu-blog for writing

project, this research utilized a quantitative study. This study was conducted in a vocational

school and involved sixty students of eleventh grade in KP class.

This study investigated students‘ perception through the writing project. Under the

investigation, it carried out the tests, distributing of questionnaires and interviews. This previous

study is different from the recent study regarding measuring creativity in writing. Others are

about place and time of the research, population and sample, technique of collecting data,

design of the research and data validity.

The fourth study entitled The Effect of Project-based Learning and Creative Thinking on

Students‘ Writing Skill of Narrative Text. This study was conducted by Wati (2018) using

quantitative research model. This research was to find out the significant difference in writing

narrative text between students who were taught by using project-based learning and those who

were taught by using conventional teaching method. The difference was seen in whole group

and by level of students‘ creative thinking. This research also focused to find out the interaction

between teaching method and students‘ creative thinking on their writing narrative text.

Based on the result of the hypothesis testing, there is a statistically significant difference

on students‘ writing skill of narrative text between students who are taught by PjBL and those

who are taught by direct instruction. The research finding also show that the students who have

high creative thinking had better writing skill than those who have low creative thinking. This

research recommended teachers to consider students‘ creative thinking and help them to develop

it by choosing appropriate and challenging methods, materials, and activities. The activities

should be students centered so the students can be more active and have freedom in developing

their writing skills and creativity.

The fifth study titled Project-Based Learning to Develop Students‘ Ability and

Creativity in Writing Narrative Story. This study conducted by Syarifah and Emiliasari in 2018.

This study is a qualitative study which categorized as research evaluation program. This study

was conducted in Majalengka at a private university. This study investigated the use of project-

based learning to develop students‘ abilities and creativity in writing narrative text. It also

explored the students‘ perception towards the implementation of project-based learning in

writing course.

27

From the discussion of the study, there are several points includes students‘

understanding about the topic, students‘ knowledge about the narrative genre and also the

language feature. The students show their creativity through writing the story line and designing

the illustration of the story. The students demonstrated the positive views toward the

implementation of project-based learning because they are able to learn networking and

collaborative learning through PBL. It can be concluded that project-based learning is very

useful in teaching and learning writing.

From those studies it can be seen that student‘ skills of writing narrative text can be

developed by using various media of learning and one of them is blog. Along with this,

narrative text is one of the types of the text that supported students‘ creativity in delivering the

idea. The previous studies discussed mostly on the field of the effect of the use of Edu Blog on

students‘ skill of narrative text and also the use of PbL to enhance students‘ creativity in

writing. There is no study discussed the effect of the Edu blog and creativity in writing narrative

text. Thus, the writer assumed that it is need to observe the effect of the use of Edu Blog along

with students‘ creativity on the writing skills of narrative text.

F. Thinking Framework

The writing performance of middle school is influenced by the cognitive and non-

cognitive components. In this 21st century, the cognitive components closely relate to the media

technology-based. Meaning, information technology is useful to support and improve the

effectiveness of language learning.

One of the medias is blog which becomes more familiar in millennial era and generation.

Especially in education, we called it as Edu-blog. That are multimedia online sites which is

growing as the interactive media and have good to transform any information or knowledge.

Since it uses as ‗online personal diary‘ or ‗learning journal‘, blog becomes powerful in

transforming any information, knowledge, and also personal experience. The characteristic of

blog is easily access so that multiple readers can follow it to check, find the new information or

even give comment as feedback. In writing, blog provides attractive framework for students to

take part thinking and presenting of their writing.

In the thinking process of writing, students also practice and exercise their creativity.

The students boost prior text to discourse, develop pragmatic competence, adapt language to the

situation, etc. Furthermore, the students need to think creatively and have dynamic interaction to

be exist in learning process. The creativity in language can be explored by identifying problem

and propose the solution through project-based learning. Project based-learning in writing

promotes students to be a creative person and good thinker to solve real-world problems by

designing, planning, organizing and presenting their writing.

G. Theoretical Hypothesis

Based on thinking framework above, the hypotheses can be formulated as follow:

1. There is the effect of using Edu-Blog on students‘ writing of narrative text

2. There is the effect of students‘ creativity on the writing skills of narrative text

3. There is the effect of the use of Edu-blog and students‘ creativity on the writing skills of

narrative text.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

In this study, the researcher focuses on obtaining empirical evidence of the effect

of Edu-blog and students‘ creativity on writing skills of narrative text by presenting the

data analysis in numeric form. The researcher chose what kind of test should be

employed, collected the data quantifiably, and used statistical analysis to explain the

numeric data objectively. Therefore, the researcher used a quantitative study in

conducting this research. According to Marczyk et.al (2005) a quantitative study

involves a study that use statistical analysis to obtain the findings. In addition, Creswell

(2012) also stated that a quantitative study is used to identify a research problem based

on a need of explaining why something occur.

B. Research Design

This research used a quasi-experimental design to see the effect of project-based

learning using Edu-blog and students‘ creativity on students` writing of narrative text

for tenth-grade at SMAN 66 Jakarta. As stated by Creswell that an experimental design

is used to test the effect of ideas or procedures on dependent variable (2012). To

conduct the experimental research, the researcher employed non-random assignment for

the participants. Furthermore, the participants were several groups of the students that

are similar as possible to reduce the bias of selection. The researcher divided the

students into two groups; control group and experimental group who were at similar

grade. Control group means a group who only gained conventional learning like

handwriting, instructed topic, etc. Control group experienced pre-test and post-test

without being treated by project-based learning using Edu-blog. In contrast,

experimental group experienced pre-test, treatment by using Edu-blog and post-test. In

the beginning of the experiment, the researcher explained the purpose and the goal of

the narrative text for both the groups. The explanation also included the definition,

common structure and language features of narrative text. The next step is employing

the pre-test of writing narrative text for control and experimental group. After the

students completed the pre-test, they received the feedback of their writing. For

experimental group they received the treatment of using Edu-blog for narrative text

writing activity involving the guidance from how to set up the blog to how to post their

writing. The last step is employing the post-test for both of the group then the result of

their writing was analyses by using T-test to see the significance of differences result of

the two groups (Leavy, 2017). The format of pre-test and post-test can be seen as

follows:

Table 3.1

Pre-test and Post-test Format

Group Pre-test Treatment Post-test

Experimental O1 X1 O2

Control O1 - O2

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Note:

O1 = Pre-test for both groups

O2 = Post-test for both groups

X1 = Treatment by using Edu-blog in writing narrative text

- = No treatment by using Edu-blog

C. Place and Time

This research was conducted at SMAN 66 Jakarta which is located in Pondok

Labu, Cilandak for the tenth-grade students in academic year 2020/2021.

D. Population and Sample

1. Population of the Research

Population is a group of persons that share similar characteristic (Creswell,

2012; Marczyk et.al, 2005). The population of this research is all of the students of

tenth-grade of SMAN 66 Jakarta that consist of 280 students. For more detail, it

can be listed as follows:

Table 3.2

The Population of the Research

No Class

Gender

Total Male Female

1. IX IPA 1 15 25 40

2. IX IPA 2 17 23 40

3. IX IPA 3 16 24 40

4. IX IPS 1 20 20 40

5. IX IPS 2 21 19 40

6. IX IPS 3 16 24 40

7. IX IPS 4 10 30 40

Total 115 165 280

The researcher did not take all population to become the participant

involved in this study because there were a big number of populations at this grade

and it will take a long time to do the research. In other word, the researcher might

not be able to observe the entire population provided. Thus, the researcher chose

the representative participants from the population to be studied. With these

representatives it can be drawn a valid inference of the population (Marczyk et.al,

2005). In addition, studied smaller number of participants creates more accuracy

measurement comparing to the bigger number (Surahman et.al, 2016).

2. Sample of the Research

In this study, the researcher used simple random sampling technique to

decide the number of samples to be taken. According to Marczyk et.al, (2005)

random sampling technique refers to the procedure in which the sample is chosen

30

from the population that has the equal probability to be selected as the participant

in the study. The researcher took the sample by writing the class on a piece of

paper and put it into a bottle. In short, this way is similar to the lottery. The two

pieces of paper that went out of the bottle became the sample of this research. The

first paper was experimental group and the last one was control group. As a result,

three two classes were chosen to become the participant for experimental and

control group. It can be seen as follows:

Table 3.3

The Sample of the Research

No Class Total Explanation

1. IX IPA 3 40 students Experimental group

3. IX IPA 2 40 students Control Group

E. Variable of the Research

In this study, the researcher assumed that the use of Edu-Blog and students‘

creativity has an effect on students‘ ability in writing narrative text. Therefore, there are

three variables in this research. The dependent variable is writing narrative text while

the independent variables are Edu-blog and students‘ creativity. It can be drawn as

follows:

Figure 3.1

The Relation of the Variable

Note:

X1 : The Use of Edu-Blog

X2 : Students‘ Creativity

Y : Writing Narrative Text

F. Research Instrument

There were three instruments employed in this research; This research used three

instruments; writing test of narrative text, creativity test, and questionnaire. The first

X1

X2

Y

31

instrument is writing narrative text test that was conducted to collect students‘ writing

score. In line with Estrelita (2014) explained that scoring system is beneficial in order

to know students‘ writing skill score. It can be used also to get empirical evidence about

linguistic creativity as Maley (2018) stated that linguistic creativity can be explored by

quantitative methods to address certain linguistic features of texts. The second

instrument is students‘ creativity test to measure students‘ creativity. In line with Ellis

(2016) that suggest creativity is focusing on personal creativity in language use.

Creativity test was adapted from Torrance Test of Creative Thinking (1986) in part of

verbal test. The third instrument is a set of questionnaires that is used to find out

students‘ response toward the implementation of Edu-blog in their writing of narrative

text. Here are the conceptual and operational definition of those three instruments:

1. Writing Competence

a. Conceptual Definition

Writing competence relates to the basic competence (KD) includes:

analyze social function, the structure of the text and linguistic elements of

narrative text. Through some indicators this study checks the level of writing

ability or competence which are students are able to identify structure of

narrative text, students are able to identify the language features of narrative text

and students are able to write a narrative text.

Writing in language learning produce written products which reflects

thinking, drafting, and revising activities which require skills on how generate

ideas, how to organize them coherently, how to revise text, how to edit the

appropriate grammar and how to produce final products.

b. Operational Definition

As mentioned by Estrelita (2014) that writing is a process involves

students to build their confidence, promote the opportunity to explore the

language and how to use language to express their self-expression so the

teachers‘ role is to be a facilitator, motivator and also assessor. Besides teaching

how to write, teacher needs to assess for measuring the students‘ performance in

writing.

This study used a writing test before and after treatment to obtain the students‘

achievement in writing skill. The researcher conducted pre-test and post-test. Pre-test

will be given before the students do some activities using Edu-blog, in order to know

students‘ writing skill score before the treatment. Otherwise, post-test will be given

after having some treatments in using Edu-blog.

Teacher ways in scoring students‘ writing are two; holistic scoring and analytic

scoring. Holistic scoring takes the entire written response into account to assign the

performance that can be based on teachers‘ experience in teaching (Estrelita, 2014).

This scoring focuses on measuring writing in large-scale testing. Frey (2018) defined

that analytic scoring is the writing scoring system that involves getting raters to provide

assessment separated for example assess number of aspects of performance such as

content, organization, register, vocabulary, grammar or mechanism. Students in this

case are tested on organization; logical development of ideas; grammar; punctuation;

spelling and mechanics; and style and quality of expression.

32

This study adapted scoring writing test rubric that developed by Hughes (2004,

p. 104). This rubric is appropriate to use because the reliability and validity have been

tested, so that many researchers use it in previous studies. This writing rubric has been

widely used to measure writing tests based on aspects, namely content, organization,

vocabulary, language used, and mechanics. The normality test result and homogeneity

test were analyzed then calculated by t-test. This t-test is useful to prove whether the

hypothesis proposed in the study is accepted.

Table 3. 4

The Criteria of Writing Narrative Text

Aspect Score Criteria

Content 13-16 VERY POOR: does not show knowledge of subject; non-

substantive; non-pertinent; not enough to evaluate

17-21 FAIR TO POOR: limited knowledge of subject; little

substance; inadequate development of theme and genre

22-26 GOOD TO AVERAGE: limited knowledgeable of subject;

adequate range; limited knowledge of thesis; mostly relevant to

theme and genre but lacks detail

27-30 EXELLENT TO VERY GOOD: knowledgeable; substantive;

thorough development of thesis; relevant to assigned theme and

genre

Organization 7-9 VERY POOR: does not communicate; no organization; not

enough to evaluate

10-13 FAIR TO POOR: non-fluent; ideas confused or disconnected;

lack of logical sequencing and development

14-17 GOOD TO AVERAGE: somewhat choppy; loosely organized

but main ideas stand out; limited support; logical but

incomplete sequencing

18-20 EXELLENT TO VERY GOOD: fluent expression; ideas

clearly stated ∕ supported; succinct; well organized; logical

sequencing; cohesive

Vocabulary 7-9 VERY POOR: Essentially transition; little knowledgeable or

English vocabulary, idioms, word form; not enough to evaluate

10-13 FAIR TO POOR: limited range; frequent errors or word ∕

idioms form; choice and usage, meaning confused or obscured

14-17 GOOD TO AVERAGE: adequate range; occasional errors of

words ∕ idioms form; choice and usage; meaning not obscured

18-20 EXELLENT TO VERY GOOD: sophisticated range;

effective word∕ idiom form; choice and usage; word form

mastery; appropriate register

Language

Use

5-10 VERY POOR: virtually no mastery of sentence construction

rules; dominated by errors; does not communicate; or not

enough to evaluate

11-17 FAIR TO POOR: major problem in simple∕ complex

constructions; frequent errors of negation, agreement, tense,

number, word order∕ function, articles, pronouns, preposition

but meaning confused or obscured

18-21 GOOD TO AVERAGE: effective but simple construction;

minor problems in negation, agreement, tense, number, word

33

order∕ function, articles, pronouns, preposition but meaning

seldom obscured

22-25 EXELLENT TO VERY GOOD: effective complex

construction; few errors of agreement, tense, number, word

order∕ function, articles, pronouns, preposition.

Mechanics 1-2 VERY POOR: no mastery of conventions; dominated by

errors of spelling; punctuation, capitalization, paragraphing;

handwriting illegible; mor not enough to evaluate

3 FAIR TO POOR: frequent errors of spelling; punctuation,

capitalization, paragraphing; poor handwriting; meaning

confused or obscured

4 GOOD TO AVERAGE: occasional errors of spelling;

punctuation, capitalization, paragraphing but meaning not

obscured

5 EXELLENT TO VERY GOOD: demonstrates mastery of

conversations; few errors of spelling; punctuation,

capitalization, paragraphing Adopted from Hughes (2004, p. 104).

Table 3.5

The Criteria of Writing Scores

Scores Explanation Grade

92-100 Very Good A

84-91 Good B

75-83 Average C

< 75 Above Average D

2. Learning using Edu-blog


Learning model in this research is learning model that point on the

project which used Edu-blog as a media. Through the process of the project-

based learning using Edu-blog, students are expected to develop their writing

skills. In practice, this project-based learning will implement three stages

involve preparation, the implementation and evaluation. In preparation,

students prepare the mapping of the ideas and skills to do the project, while the

implementation relates to the activities in conducting the project. After the

activities, students need to evaluate it by reviewing and taking feedback.

34


In order to evaluate the using Edu-blog in writing, the researcher used

the instrument in the form of questionnaire. The questionnaire was adapted

from Estrelita, 2014, Klic & Gokdas 2014, Blackstone, Spiri & Nagauma,

2007. The questionnaire will modify the original which are previous related

statements into the new items. The adaptation uses Likert Scale through five

options which are strongly agree, agree, undecided, disagree and strongly

disagree.

This study used the Likert Scale of Learning through Blogging in English

Learning. This instrument was developed by Estrelita (2014) which the validity

evidence was provided by the data that shows the students‘ response toward the use of

Edu-blog in writing. The purpose of the questionnaire in this study is to enable teacher

to examine students‘ response to classroom learning. The scale of questionnaire used by

the Estrelita was only focused on using Edu-blog generally in learning English and

limited to ask more information close to writing aspects. Additionally, exploitation

factors in the context of the writing will be added to the instrument to present writing

aspects more while using Edu-blog as media of learning. The questionnaire can be seen

in the table as follows:

Table 3.6

The Blueprints of Questionnaire Using Edu-Blog

No. Category Item Number Total

1. Perceived learning

items

1, 2, 3, 5, 8, 11, 13, 14, 15, 16,

17, 18, 19, 20

20 2. Sense of community 4, 7, 9, 10, 12, 13, 19

3. Easy-of-use 6

(Adapted from Estrelita, 2014, Klic & Gokdas 2014, Blackstone, Spiri & Nagauma, 2007)

3. Students’ Creativity


Some studies mentioned that the numerous tests have been produced

based on the different definitions of creativity. Based on these tests, Fields and

Bisschoff (2014) mentioned that there are two main tendencies in measuring

creativity can be identified:

1) Test that measures creativity through the ability to produce creative

―answers‖ when confronted with specific stimuli.

2) Test that measures characteristics which form the basis of the creative

personality. The indicators of students‘ creativity are fluency,

flexibility, originality and elaboration.

35


In the educational field, the test of creativity can be administered as an

individual or group test from kindergarten level to graduate level and beyond.

This research will use Torrance Test of Creative Thinking (TTCT) by Torrance

to test students‘ creativity. Through TTCT, students will do verbal test which

they will be asked to write word or sentence based on the instruction. The test

will focus on testing students‘ creativity in asking and guessing, just suppose

activity, unusual uses activity, proposing tittle and moral values, sentences

effect, and word building. To assess the creativity, it will use essay test within

45 minutes. In the test, there will be no correct or incorrect answers but it will

more focus to know what are the differences of students‘ creativity scale that

include in rubric; very creative, creative, ordinary and imitative. The blue print

of creativity test which is adapted from Munandar, Hyo Sil Kang (2021),

Ratnawati (2016), and Torrance Test of Creative Thinking (1986). This study

adapted the blueprint of the instrument because the writer makes some

substantial changes from the original. It adapted to the items on the learning

indicators. Therefore, the blueprint contains more aspects than before can be

seen as follows:

Table 3.7

The Blue Print of Creativity Test

No. Dimensions Kinds of

Test

Creative

Factors

Indicators Number

of Item

Time Allocation

1. Verbal Test Word

Building

Originality

and Fluency

in forming

grammatical

sentences

Students are able to

arrange a

grammatical

sentence based on

three letters

provided

4 5 minutes

2. Verbal Test Just

Suppose

Activity

Fluency and

Flexibility in

predicting the

possible

outcome and

consequence

of an

impossible

situation


think and imagine

the possible events

from imagination

given

3 5 minutes

No. Dimensions Kinds of

Test

Creative

Factors

Indicators Number

of Item

Time

Allocations

3. Verbal Test Unusual

uses

activities

Fluency,

flexibility and

originality in

explaining

many possible

uses of


think as many uses

as possible from the

things given

5 5 minutes

36

something

4. Verbal Test Sentence

Effect

Fluency in

expressing

ideas


think another way

to write the

sentences that tell

events and propose

another perspective

5 10 minutes

5. Verbal Test Proposing

Title and

solution

Flexibility,

Fluency,

Originality


define title and

moral of the story

4 10 minutes

6. Verbal Test Ask and

guess

Fluency,

flexibility, and

originality

The Asking activity

reveals someone‘s

ability to sense

what a person is

unable to discern

by looking at a

picture and to ask

questions to fill in

gaps in knowledge.

Curiosity is the

indispensable

element of inquiry

and scientific

creativity

4 10 minutes

Total 25 45 minutes Adapted from Munandar, Hyo Sil Kang (2021), Ratnawati (2016), and Torrance Test of Creative Thinking (1986).

G. Data Collecting Technique

In the previous explanation, this research will collect the data from students‘

writing test, creativity test and a set of questionnaires. This research conducted test to

evaluate students‘ improvement in writing. The researcher used paper-based test to

know students` ability. The tests are pre-test and post-test.

1. Pre-test

Pre-test is a set of a test that is administered by the researcher before the

students receive the treatment (Creswell, 2012). The participants were a whole

class of tenth grade students of SMAN 66 Jakarta.

2. Post-test

Post-test is a set of tests that is administered by the researcher after giving

the treatment to the class. It identifies the effect of the treatment (Leavy, 2017).

The participants are two classes; they are an experimental class and a control

class. The result of pre-test and post-test is used to know the clearer effect of Edu-

blog and students‘ creativity on students` writing of narrative text than only using

the post-test measure.

37

The researcher acting as an English teacher provided some supporting data and

instruments such as lesson plan, teaching journal, teaching materials, pre-test form, and

post-test sheet which the researcher pilots by herself. Teaching material aimed to gain a

deep understanding on how to present written production properly considering for some

criterions.

This study needs empirical data to answer the research question. To answer first

and second of research questions regarding how obtain empirical evidence of the effect

of the use of Edu-Blog and students‘ creativity on writing skills of narrative text.

Before giving the test, the researcher will consider the feasibility of the test. As Esterlita

(2014) mentioned, there are several steps as follows:

1. Consulting the instruments with the supervisor to see validity of theoretical.

2. Adjusting the instrument with mentors outside lectures, such as teachers in

the research site.

3. Testing the instrument on the learners.

In this study, the first preparation of the test is to adjust the writing topic with the

course's objective. As mentioned in syllabus of K13, the basic competence of teaching

writing English for the tenth grade based on Standard of Content (Standar Isi) which is

used by the researcher are analyzing social function, the structure of the text, and

linguistic elements of expository text and also the context of the text. Second, it focuses

in understanding the meaning in text analytical from narrative text.

H. Data Validity

In this research, the writer uses the validity of instrument and the reliability of

instrument to see the validity of the data of English pre-test for tenth-grade students of SMAN

66 Jakarta.

1. The Validity of Instrument

The appropriateness validity of the test could be achieved by using Pearson Product

Moment formula to calculate validity (Arikunto, 2005). The formulation is as follow:

Where:

r xy : correlation coefficient of an item test

n : number of participants

x : item which its validity assessed

y : item which its validity assessed

Table 3.8

r Coefficient Correlation Validity

Raw Score Interpretation

0.8 – 1.0 Very High

0.6 – 0.8 High

0.4 – 0.6 Moderate

38

Raw Score Interpretation

0.2 – 0.4 Low

0.0 – 0.2 Very Low

2. The Reliability of Instrument

Reliability test conducted to determine the consistency of the interval

among the variables and instruments. The point about item tested was matter which

valid. Looking for reliability interval method uses Cronbach Alpha Method. The

formulation is as follow:

[

∑

]

Explanation:

r11 : coefficient reliability of the test

k : total item

1 : constant‘s number

Si : variants score of each item

St : variants total

3. The Inter-rater Reliability

In the study, to confirm the data's validity and reliability, there are two

raters who rated participants‘ writing sample to produce scores consistently. The

two raters for this inter-rater technique were the English class teachers of the

school. The two raters graded the same narrative writing test, and inter- rater

reliability is used to ensure consistency of the scores. After obtaining the scores

from the raters, the writer analyzed the data by using SPSS 25 program to obtain

the correlation between the scores given by the raters.

The result of the correlation can be seen as follows:

Table 3.9

The Result of Inter-Rater Reliability

Correlations

Rater 1 Pretest

Experimental

Rater 2 Pretest

Experimental

Rater 1

Pretest

Experime

ntal

Pearson Correlation 1 .998**

Sig. (2-tailed) .000

N 40 40

Rater 2

Pretest

Experime

ntal

Pearson Correlation .998**

1


N 40 40

39

**. Correlation is significant at the 0.01 level (2-tailed).

Correlations

Rater 1

Posttest

Experimental

Rater 2 Posttest

Experimental

Rater 1

Posttest

Experi

mental

Pearson

Correlation

1 .985**


N 40 40

Rater 2

Posttest

Experi

mental

Pearson

Correlation

.985**

1


N 40 40


Correlations

Rater 1

Pretest

Control Rater 2 Pretest Control

Rater 1

Pretest

Control

Pearson

Correlation

1 .973**


N 40 40

Rater 2

Pretest

Control

Pearson

Correlation

.973**

1


N 40 40


Correlations

Rater 1

Posttest

Control

Rater 2 Posttest

Control

Rater 1

Posttest

Control

Pearson

Correlation

1 .919**


N 40 40

Rater 2

Posttest

Control

Pearson

Correlation

.919**

1


N 40 40


To see the level of reliability, the writer used the table of Cohen‘s Kappa

developed by Landis and Koch (1977) as follows:

40

Table 3.10

Cohen’s Kappa Statistic

Kappa Statistic Strength of the Agreements

<0.00 Poor

Kappa Statistic Strength of the Agreements

0.00-0.20 Slight

0.21-0.40 Fair

0.41-0.60 Moderate

0.61-0.80 Substantial

0.81-1.00 Almost Perfect

From the first table of correlation displayed above, it can be seen that the

reliability between the rater 1 rater 2 for the pre-test score of experimental class is

0.998. It is categorized as almost perfect. The second table of correlation it showed

that the reliability between the rater 1 and rater 2 for the post-test score of

experimental class is 0.985, which is categorized almost perfect. The third table

showed that the reliability between rater 1 and rater 2 for the pre-test score of

control class is 0.973. It is categorized as almost perfect. The last table of

correlation showed the reliability between the rater 1 and rater 2 for the post test of

control class is 0.919 which is categorized as almost perfect. In conclusion the

scores that given by the two raters is reliable.

41

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter delivers the result of the data finding and the discussion. It

discusses the effect of Edu-Blog and students‘ creativity on their writing of narrative

text for the tenth-grade students of SMAN 66 Jakarta in academic year 2020/2021. It

involves the data description, the data analysis, the testing of hypothesis, and discussion

of the finding.

A. Research Finding

1. The Data Description

This study discusses three variables of the research; students‘ writing

narrative text (Y), the use of Edu-Blog (X1) and students‘ creativity (X2). The data

were obtained through writing narrative text test, distributing a set of questionnaires

about the use of Edu-Blog and creativity test. For writing test, this study used pre-

test and post-test to measure students‘ score of narrative writing ability for

experimental and control group class. For the detail of data finding, it can be seen as

follows:

a. The Result of Pre-test and Post Test Score

Table 4. 1

Descriptive Statistics of Pre-test and Post-test Score of Writing Narrative Text

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre-Test

Experiment

40 35 93 71.28 15.183

Post Test

Experiment

40 40 95 78.37 13.157

Pre-Test Control 40 38 89 68.05 12.685

Post Test Control 40 45 94 70.55 11.184

Valid N (listwise) 40

The result of Pre-test and post-test for each group can be seen as follows:

1) The Result of Pre-test of Experimental Group

The result of Pre-test for experimental group can be seen as follows:

Figure 4.1

Histogram of Writing Pre-test Score of Experimental Group

42

The data of writing result was obtained through writing narrative text

test. The score was graded from several aspects; content, organization,

vocabulary, language use, and mechanic. The maximum score is 100. The

participant for experimental group was 40 students of tenth-grade SMAN 66

Jakarta. The result shows that the highest score of writing pre-test of this group

was 93 and the lowest score was 35. In addition, the standard deviation of this

result was 15.183 and the mean was 71.28.

2) The Result of Post-test of Experimental Group

For experimental group, the researcher employed a treatment by using

Edu-blog for their narrative writing text. The result or writing post-test for

experimental group can be seen as follows:

Figure 4.2

Histogram of Writing Post-test Result for Experimental Group





43

Jakarta. The result shows that the highest score of writing post-test of this group



3) The Result of Pre-test of Control Group

The result or writing post-test for experimental group can be seen as

follows:

Figure 4.3

Histogram of Writing Pre-test Result for Control Group





Jakarta. The result shows that the highest score of writing pre-test of control

group was 89 and the lowest score was 38. In addition, the standard deviation of

this result was 12.685 and the mean was 68.05.

4) The Result of Post-test of Control Group

The result or writing post-test for experimental group can be seen as

follows:

Figure 4.4

Histogram of Writing Post-test result for Control Group

44





Jakarta. The result shows that the highest score of writing post-test of this group



To decide whether the data was normal or not, the researcher analyzed it

by using Kolmogorov-Smirnov because the amount of the participant is bigger

than 30 respondents. If the significance of the data is bigger than 0,05 means the

data is normal. If the significance of the data is lower than 0,05 means the data

distribution is not normal. The result of normality test shown as follows:

Table 4. 2

Tests of Normality

Tests of Normality

Class

Kolmogorov-Smirnova

Statistic df Sig.

Students‘

Score

Pre-Test

Experimental

0.142 40 0.042

Post Test

Experiment

0.118 40 0.173

Pre-Test

Control

0.205 40 0.000

Post Test

Control

0.120 40 0.151

a. Lilliefors Significance Correction

From the table above it can be seen that the significance of pre-test for

experimental group was 0.042 which is < 0,05. The significance of post-test for

experimental group is 0,173 which is < 0,05. It can be said that the data

distribution of experimental group for pre-test and post-test is not normal

because the significance is lower than 0,05. Furthermore, the significance of

pre-test for control group is 0,000 which is < 0,05. The significance of post-test

for control group is 0,151. From the data distribution of control group for pre-

test and post-test it can be concluded that the data distribution is not normal

because the significances are lower than 0, 05.

Due to the data distribution is not normal, the researcher then analyzes

the data by using the Wilcoxon test to see if there is the differences between

pre-test score and post-test score of writing narrative text test. If the Asymp.

Significance is < 0, 05 means there is significant different result between pre-

test and post-test. If the Asymp. Significance is > 0, 05 means there is no

significance difference of pre-test and post-test result. The result of Wilcoxon

test can be seen in the table below:

Table 4.3

Wilcoxon Test

45

Ranks

N

Mean

Rank

Sum of

Ranks

Post Test – Pre Test Negative

Ranks

1a 35.00 35.00

Positive

Ranks

36b 18.56 668.00

Ties 3c

Total 40

a. Post Test < Pre-Test

b. Post Test > Pre-Test

c. Post Test = Pre-Test

Test Statisticsa

Post Test - Pre Test

Z -4.779b

Asymp. Sig. (2-tailed) 0.000

a. Wilcoxon Signed Ranks Test

b. Based on negative ranks.

From the table of test statistic above it can be seen that the Asymp. Sig

(2 tailed) is 0,000 which is < 0, 05. There are 36 students who gained higher

score of post-test than pre-test. In conclusion, there is the difference result

between pre-test and post-test of writing narrative text test.

b. The Data Description of Writing Narrative Text Score with High and Low

Creativity

1) The Result of Writing Narrative Text Score by Conventional Teaching

Tool with Students’ High Creativity

The score of students‘ narrative text test that taught by conventional

teaching tool with high creative students can be seen in the table 4.4 below:

Table 4.4

Score of Writing Narrative Text by Conventional Teaching Tool with Student’s

High Creativity

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 52.00 1 3.3 3.8 3.8

60.00 1 3.3 3.8 7.7

46

A

s

s

e

e

n

i

n

t

h

e

t

able 4.4 it can be described that scoring data for writing narrative text was done

by using a test with several aspect to be scored: content, organization,

vocabulary, language use and mechanics. Each aspect has different score and

categorized as very poor, fair to poor, good to average and excellent to very

good. From the table above it can be seen that the lowest score of writing

narrative text by conventional teaching tool with high creative students was 52

and the highest score was 93. There was a student who got the lowest score and

two students who got the highest score. Furthermore, the mean was 79.88 and

the standard deviation was 10.223. For the detail it can be seen in the histogram

below:

Figure 4.5

70.00 1 3.3 3.8 11.5

71.00 3 10.0 11.5 23.1

73.00 2 6.7 7.7 30.8

75.00 1 3.3 3.8 34.6

79.00 1 3.3 3.8 38.5

80.00 1 3.3 3.8 42.3

82.00 5 16.7 19.2 61.5

83.00 1 3.3 3.8 65.4

85.00 1 3.3 3.8 69.2

87.00 1 3.3 3.8 73.1

90.00 4 13.3 15.4 88.5

91.00 1 3.3 3.8 92.3

93.00 2 6.7 7.7 100.0

Total 26 86.7 100.0

Total 30 100.0

47

2) The Result of Writing Narrative Text Score by Using Edu-Blog with

High Creative Student

Table 4.5

Writing Narrative Score by Using Edu-Blog with High Creative Students

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 69.00 1 3.3 3.3 3.3

70.00 2 6.7 6.7 10.0

75.00 1 3.3 3.3 13.3

76.00 1 3.3 3.3 16.7

80.00 5 16.7 16.7 33.3

81.00 1 3.3 3.3 36.7

82.00 1 3.3 3.3 40.0

85.00 3 10.0 10.0 50.0

86.00 1 3.3 3.3 53.3

89.00 2 6.7 6.7 60.0

90.00 4 13.3 13.3 73.3

95.00 6 20.0 20.0 93.3

97.00 1 3.3 3.3 96.7

98.00 1 3.3 3.3 100.0

Total 30 100.0 100.0

As seen in the table 4.5 it can be described that scoring data for writing

narrative text was done by using a test with several aspect to be scored: content,

organization, vocabulary, language use and mechanics. Each aspect has

different score and categorized as very poor, fair to poor, good to average and

excellent to very good. From the table above it can be seen that the lowest score

of writing narrative text by using Edu-Blog with high creative students was 69

and the highest score was 98. There was one student who got the lowest score

and one student who got the highest score. Furthermore, the mean was 85.57

and the standard deviation was 8.455. From the data description from table 4.4

and table 4.5 it can be seen that there was an improvement of students‘ writing

narrative score by using Edu-blog especially for who have high creativity. For

the detail it can be seen in the histogram below:

Figure 4.6

48

3) The Result of Writing Narrative Text Score by Conventional Teaching

Tool with Low Creative Students

Table 4.6

Writing Narrative Score by Conventional Teaching Tool with Low Creative

Students

Frequency Percent Valid Percent

Cumulative

Percent

Va

lid

18.00 1 10.0 10.0 10.0

35.00 1 10.0 10.0 20.0

42.00 1 10.0 10.0 30.0

43.00 1 10.0 10.0 40.0

48.00 1 10.0 10.0 50.0

56.00 1 10.0 10.0 60.0

59.00 1 10.0 10.0 70.0

60.00 1 10.0 10.0 80.0

71.00 2 20.0 20.0 100.0

Total 10 100.0 100.0

As seen in the table 4.6 it can be described that scoring data for writing





of writing narrative text from the students who were taught by using

conventional teaching tool with low creative students was 18 and the highest

score was 71. There was one student who got the lowest score and two students

49

who got the highest score. Furthermore, the mean was 50.30 and the standard

deviation was 16.547. For the detail it can be seen in the histogram below:

Figure 4.7

4) The Result of Writing Narrative Text Score by Using Edu-Blog with

Low Creative Students

Table 4.7

Writing Narrative Text Score by Using Edu-Blog with Low Creative

Students

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 40.00 1 10.0 10.0 10.0

53.00 1 10.0 10.0 20.0

60.00 1 10.0 10.0 30.0

61.00 1 10.0 10.0 40.0

65.00 1 10.0 10.0 50.0

70.00 2 20.0 20.0 70.0

71.00 1 10.0 10.0 80.0

78.00 1 10.0 10.0 90.0

89.00 1 10.0 10.0 100.0

Total 10 100.0 100.0

From the table 4.7 it can be described that scoring data for writing





of writing narrative text by using Edu-Blog with low creative students was 40

50

and the highest score was 89. There was one student who got the lowest score

and one student who got the highest score. Furthermore, the mean was 65.70

and the standard deviation was 13.483. For the detail it can be seen in the

histogram below:

Figure 4.8

2. The Testing of Hypothesis

The testing of hypothesis aims to analyze which outcome may lead to the

rejection of null hypothesis. There are three hypotheses from this research and it will

be analyzed by using ANOVA test with SPSS 25 program. The first hypothesis is

there is an effect of the use of Edu-Blog on students‘ skills of writing the narrative

text, the second is there is an effect of students‘ level of creativity on their writing of

narrative text and the third hypothesis is there is an effect between the use of Edu-

Blog and students‘ creativity on their skills writing the narrative text. For further

information of the hypothesis test can be seen on the table below:

Table 4. 8

The Result of ANOVA Test

Model Summary

Model R R Square

Adjusted R

Square

Std. Error of

the Estimate

1 .455a .207 .164 8.41346

a. Predictors: (Constant), Students' Creativity, The Use of

Edu-Blog

ANOVAa

51

Model

Sum of

Squares df

Mean

Square F Sig.

1 Regressio

n

683.307 2 341.653 4.827 .014b

Residual 2619.093 37 70.786

Total 3302.400 39

a. Dependent Variable: Students' Writing of Narrative Text

b. Predictors: (Constant), Students' Creativity, The Use of Edu-Blog

a. The Testing of the First Hypothesis

The first hypothesis is there is an effect of the use of Edu-Blog (X1) on

students‘ writing of narrative text (Y). The bases of decision can be seen as follows:

1) T test

T test is used for the first and the second hypothesis. The explanation

can be described as follows:

If the result of significance is > 0,05 or t count > t table it means there is

an effect of X variable on Y variable.

If the result of significance is < 0,05 or t count is < t table it means there

is no effect of X variable on Y variable.

Obtaining the t table can be done with the formula:

t=

; n-k-1

Explanation:

a : the level of significance

n : the number of samples

k : the number of independent variables

For the t table of this research can be described as follows:

t=

; n-k-1

t=

; 40-2-1

t= 0,025; 37

Coefficientsa

Model

Unstandardized

Coefficients

Standardize

d

Coefficients

t Sig. B Std. Error Beta

1 (Constant) 57.868 8.920 6.487 .000

The Use of Edu-

Blog

.225 .097 .352 2.328 .025

Students'

Creativity

.770 .542 .215 1.421 .164

a. Dependent Variable: Students' Writing of Narrative Text

52

After obtaining the t table, the researcher found the result of t table on T

table distribution is 2,026.

2) F test

The F test is used for the third hypothesis. The description of the

decision can be seen as follows:

If the result of significance is < 0,05 or f count is < f table it means

there is an effect of X variable on Y variable simultaneously

If the result of significance is > 0,05 or f count > f table it means there

is no effect of X variable on Y variable simultaneously

Obtaining the f table can be done with the formula:

f table= k; n-k

For the f table of this research, it can be obtained as follows:

f table: 2; 40-2

f table: 2; 38

After obtaining the f table, the researcher found the result of f table on F

table distribution is 3,24.

Based on the ANOVA test and the explanation above, the testing of the first

hypothesis can be described as:

T count is 2328 which is > 2,026, means there is the effect of the use of Edu-

Blog (X1) on students‘ writing of narrative text (Y). Furthermore, the result of t count

is 0,025 which is < 0,05. In conclusion H1 is accepted because there is the effect of the

use of Edu-Blog on students‘ writing of narrative text.

b. The Testing of the Second Hypothesis

The second hypothesis is there is an effect of students‘ creativity level (X2) on

their writing of narrative text (Y). From the calculation of the data, it can be described

as:

The result of the significance is 0,164 which is > 0,05, means there is the effect

of students‘ creativity level on their writing of narrative text. It can be concluded that

H2 is accepted because there is the effect of students‘ creativity level on their writing of

narrative text.

c. The Testing of the Third Hypothesis

The third hypothesis is there is the effect of the use of Edu-Blog (X1) and

students‘ creativity level (X2) on their writing of narrative text (Y). For this hypothesis,

the f test was employed to see the effect of two independent variables on one dependent

variable. The data description can be seen as follows:

The result of f count is 11,590 which is > 3,24, means there is the effect of X1

and X2 on Y. Furthermore, the result of significance on ANOVA test table is 0,000

which is < 0,05. The conclusion is H3 is accepted because there is the simultaneous

effect of the use of Edu-Blog and students‘ creativity level on students‘ writing of

narrative text.

To know how much is the effect of X1 and X2 on Y, the data can be seen on

the table of R. Square which shows 0,207 which means the effect of the independent

variable (X1 and X2) on dependent variable (Y) is 20,7%.

B. Discussion

The aim of this study was to observe the effect of Edu-Blog and students‘

creativity on writing of narrative text for the tenth-grade students of SMAN 66 Jakarta.

This chapter will present the result of the three research questions.

53

The first research finding of this study revealed that there was the effect of the

use of Edu-Blog on students‘ writing of narrative text. During this pandemic, the

teachers need to look for the creative ways to be able to deliver the material properly to

the students in this online learning era. Most of the school activity is done online by

using electronic device or technology. This new adaptation is suitable to the pandemic

and online learning. Students may utilize technology fast as they are mostly accustomed

to use it. Therefore, the students who belong to the alpha generation group; their

characteristics also affect how learning to write can be made in such a way. The alpha

generation is constantly connected to technology, which has become a part of their

everyday lives. Because they are technologically connected, they are aware of current

trends. When compared to the preceding generations, Generation Alpha exhibit distinct

characteristic. Besides fluent in technology, they also multitasking, fluent in

socialization, have high aspirations to succeed, realistic, tend to be practical and behave

instantly, have high self-confidence and eager to get the recognition (Santosa, 2015)

Alpha Generation also have the characteristic such as utilizing technology to

meet needs, using social media as the bridge to interact with others, more open-minded,

and more global. They are, nevertheless, people who do not connect much by reading

and writing, especially by hand. Obviously, when technology is used properly, it tends

to help young learner develop their brains. This means they'll be able to gain the ability

to multitask more readily using web-based technology tools to complete specific tasks.

These people's brains feed off of their experiences as they get older. Technology

continues to progress at a breakneck pace. And as a result, the students gain exceptional

skills when it comes to operating any technology, particularly when it comes to the use

of it in the classroom. The findings of the study show that at this time, students who are

the majority of the alpha generation with characteristics that are familiar with

technological devices and interactive in communication need media to facilitate their

learning. Nowadays, it is identical to active learning, where the media plays an essential

role in gaining knowledge or practicing abilities. Edu-blog is a facility that can support

the character development of dynamic, actively interacting, and proficient in using

technological devices. If learning uses media and methods that are following the

character and learning style of students, then they will be motivated to gain new

experiences in learning specifically in writing skills.

The teaching tool, Edu-Blog, for writing narrative text helps the students to gain

the good writing result and enhance the interaction between the teacher and the students.

It is one of the suitable tools to be used especially during this pandemic. This is in line

with the statement from Eman Mohamed (2020) that Edu-blog can help the students to

improve their writing skills. Furthermore, from the data delivered it showed that the

students who were taught by using Edu-Blog gain the better scores than the students

who were taught by using conventional teaching tools. It indicated that Edu-blog is

effective to help the students improving their writing ability. The finding of this study is

in accordance with the theory of the use of Edu-Blog to enhance students‘ writing of

narrative text delivered by Sullivan (2014) who said that Edu-Blog is a beneficial

teaching tool for improving students‘ writing and their interactions in the class. The

interactions involved commenting on each other posting and discussing with the teacher

about their writing. The teacher may keep tracking students‘ progress. As Bloch (2011)

stated that blog is suitable for the teaching of writing because it supports the

communication among the writer and the reader. In conclusion, Edu-Blog create many

opportunities to have a meaningful interaction especially these days when the educators

are forced to engage with technology and e-learning during the pandemic.

54

Furthermore, it serves many features and option for the user to use. This is in

accordance with the theory of Edu-Blog (2021) that it has comment features which

allows the reader to give feedback to the writer in the comment section. The students

were free to give the feedback related to the writing. If they were not sure for the

comment, they may delete it because the Edu-Blog serve the delete option for the

comment section. It is the form of communication between the reader and the writer of

the content. This is supported by the statement from Rahman (2020) that blog facilitates

the communication between the students and their peer and teacher. Thus, the use of

Edu-Blog as the tools of teaching and learning narrative text can enhance students‘

writing ability and promote social interaction between the student.

The second hypothesis testing about the effect of students‘ creativity on their

narrative writing text. The finding of this study revealed that there is the effect of

students‘ creativity on their narrative writing text. It can be said that in teaching and

learning process of narrative writing text, the creativity level is needed to boost students‘

product of writing. At this point, Wati (2018) also have proven that the students with

high creativity level have better score than those who have low creativity level. On the

other word, creativity of the students should be considered because it can give

significant effect for enhancing students‘ writing ability (Wati, 2018).

The creativity in this fields related to how the students build their narration by

choosing the suitable word and variety of the sentences and how they narrate the story

based on their own idea. Their creativity in writing narrative text appeared on the

product of narrative text. They expressed it through creating story line and designing the

illustration before narrating the whole story on their blog (Emiliasari, 2019). Moreover,

the creative students wrote different plot of the story from the common one. The theme

may be the same, but the creative students changed the character, changed the

orientation or the problem based on their own idea to create a different story. It is

different with the students with low creativity level. They just copied the story from the

internet without changing or even adding their own idea to the character or the problem.

The distinction of this case is supported by Morr (2019) that the creative students is able

to think and behave differently from what others do and come up with new or unique

concept.

In this field, the creativity was tested by using TTCT (Torrance Test of Creative

Thinking) in the part of verbal test that including (1) word building; where the students

must write as many sentences as they can from one letter given. The sentences should be

grammatically correct, (2) ask and guess, where the students should ask as many

questions as possible about the picture given and guess the effect of the action given, (3)

just suppose, where the students were given an impossible situation and they should

write what may happen from that situation (Lubart, 1994). This type of the test may

show students‘ imagination about that condition, (4) unusual uses, where the students

are asked to list as many possible uses as they can from several things, and (5) product

improvement. TTCT is the well-known and the most widely-used test for creativity

(Baer, 2016).

The creative students were able to arrange sentences using a variety of words for

the first item. In the second item they were able to give unpredictable effect of the

imagination situation given. For the third question, they were able to figure out the

unique function of the things given in the question. In the next question, the students

were successfully communicated imagination to predict the action based on the picture

given. It can be concluded that the students utilize their creativity by representing new

ideas from different context and combining the original and imagination to address the

55

problem of the story in the new way. This is because the creative students have more

knowledge and experience than the students with low creativity level. As Lau (2011)

explained that new idea comes from the combination of old ones in new ways. It

indicated that the amount of new idea is based on the past knowledge. However, the

study by Zabihi (2013) showed that the creativity in students‘ writing that refers to what

the learner are able to produce unusual structure was correlates negatively with the

measure of fluency of their narrative text.

The third hypothesis is testing the effect of the use of Edu-Blog and students‘

creativity level on their writing of narrative text. The findings of this study showed that

the use of Edu-blog and students‘ creativity affected students‘ writing of narrative text.

The students with high creativity level that were taught by using Edu-Blog have better

result comparing to the students with low creativity level that were taught by using

conventional teaching tools. In other word, the use of Edu-Blog along with the

enforcement of students‘ creativity can improve students‘ writing especially in narrative

text. The effect of blog on students‘ writing ability was also found on the study

conducted by Alsamadani (2017) and Wati (2018) who revealed that there are several

improvements on students‘ writing involving in content development, word choice,

mechanics, and other writing components. In addition to the writing skills of the students

who are still considered low, they have low motivation and to write their idea in the

form of narrative text.

From the data given, it showed that the scores of writing narrative text test from

control group is higher than the experimental group. In addition, the use of Edu-Blog as

the tool for teaching and learning narrative text was better than the teaching and learning

process without the use of Edu-Blog. Moreover, students‘ creativity also has a big part

on enhancing students‘ writing of narrative text. In conclusion, there was the effect of

the use of Edu-Blog and students‘ creativity on their writing of narrative text. The

finding of this study is in relation with the study conducted by Riswandi et.al (2018) that

revealed there is the improvement of students‘ writing score of recount text after being

treated by using Edu-blog in the teaching and learning process. The improvement can be

seen on their structure of the idea, correct grammar, suitable vocabulary and correct

punctuation. Contrasted with this study, the study by Riswandi et.at (2018) was not

considered other factor that may affect students‘ writing of narrative text such as

conducted in this research.

56

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In reference to the findings of this study, the following will deliver the

conclusion and suggestion. The first explanation is the conclusion as follows:

First, there is the effect of the use of Edu-blog on students‘ writing narrative text.

This means that Edu-blog helps the students to enhance their writing ability especially

for narrative text.

Second, the student with higher creativity level has the better result of writing of

narrative text comparing to the students with lower creativity level. It can be said that

students‘ creativity has an effect in enhancing their writing of narrative text.

Third, there is an effect of using Edu-blog and students‘ creativity level on their

writing of narrative text. In other word, teaching narrative text by using Edu-blog and

their creativity have the important role to enhance students‘ writing of narrative text.

The effect of the use of Edu-blog as the tools depends on students‘ creativity level.

Therefore, the researcher would like to suggest for both the teacher and the

students to combine the use of Edu-blog and students‘ creativity in enhancing their

writing of narrative text. For the students who has low creativity level, the researcher

suggested for the teacher to look for another teaching techniques that can enhance their

creativity. From the data gained, it can be the reference to the teacher for mastering the

function along with the features of web-based learning and use the creativity test to

maximize students‘ potential in language learning especially writing skills. The teacher

may develop teaching strategies such as analyzing students‘ needs, constructing the

indicator from Kompetensi Dasar, arranging the aim of the learning and teaching

activity, selecting the media and providing the authentic assessment involving

formative form and summative form.

On the other side, this study was only employed in one school. As the result, the

findings of this study cannot generate all the high school students. To solve this

problem, it is recommended for other researcher to study this topic with larger sample

and more school.

B. Suggestion

English teachers are recommended to use the Edu-blog along with students‘

creativity to enhance their writing of narrative text. The following are several

suggestions related to this study:

1. For the students

The students can utilize Edu-blog as the tools to enhance their writing of narrative

writing. Furthermore, Edu-blog as online tools can allow the students to have

feedback not only from the teacher but also from their peer. Even though the

students will not use Edu-blog all the time, they may spend their time to explore

more function and features of Edu-blog.

2. For the teacher

The teacher should find the creative way to enhance students‘ writing of narrative

text in teaching and learning process. They may use Edu-blog as the alternative

tools to help them to achieve the goal of writing especially for narrative text

because it may help the students with their achievement in writing. Moreover, the

57

teachers should pay attention to the students with lower creativity level in order to

help them with their narrative writing.

3. For other researchers

Other researchers may develop this topic with larger sample in the field of the use

of Edu-blog and students‘ creativity in enhancing writing skills of narrative text.

Since creativity is needed in this era of education, the process of developing

students‘ creativity in writing narrative can be explored more by conducting

activities that support creativity in the classroom. Through this process the

researcher may observe what kind of activity can boost students‘ creativity

especially in writing narrative text.

Furthermore, other researchers may study other variable that affect the writing of

narrative text because there are many other factors may contribute to the success

and the failure of teaching it besides the use of media or tools to help the process of

teaching and learning the writing of narrative text. It is crucial to be observed

because those factors may hinder the students from delivering and expressing their

idea in the form of written text.

C. Implication

Technology integration in language teaching and learning in this millennial era is

inevitable. In this millennial era, technology integration in language teaching and

learning is unavoidable. Because it is critical to understand, students and teachers need

to maximize the use of technology in the classroom and their prior experiences with

technology must be implemented.

This study showed that using Edu-Blog in EFL class, particularly in writing

courses, is perceived beneficial by the students and teachers. Based on the experiences

of the students and the teachers in this study, Edu-blog, as a learning tool, has three

main benefits. First, Blog includes features that are easy to use even for those

unfamiliar with digital tools since Edu-blog has a more similar layout to social

networking sites popular among millennials. Second, Edu-blog allows users to learn

collaboratively through interactions and communication via meaningful tasks. Finally,

unlike traditional classrooms, where students interact face-to-face, blogging encourages

students to participate in the class debates and activities. This study aims to add to the

existing literature on Edu-blog, a web-based learning tool.

The finding of this study supports that blogging is a helpful and valuable learning

tool, especially in a hybrid class setting. However, Edu-blog is free of obstacles or

impediments. When utilized as a learning platform does not mean it is without them. As

a result, more research is needed to determine what issues Edu-blog poses to students,

teachers, and teachers.

Furthermore, this study gives insight to the students about their creativity

through the process of writing narrative text that needs imagination on organizing it.

The students realized their creativity in writing after this experiment because they have

never done such activities in the previous class of English subject. Many students

showed their creativity in writing narrative text which can be seen from the idea of the

story delivered and the result of their creativity test.

D. Limitation There are several limitations that should be consider form the result of this study.

This study was conducted in one higher school which cannot be the generalization for

58

all the students of higher school. Moreover, the effect of the use of Edu-blog and

students‘ creativity on the writing skills of narrative text is 20,7%, it means there are

another factor may affect students‘ skill of writing narrative text that is not observed in

this study. Furthermore, the are several factors may contribute to students‘ writing skills

of narrative text such as the vocabulary knowledge, structure organization, the media

used and finding the idea. The other factor that may contribute to students‘ creativity is

learning environment where the students‘ language competence and experiences are

affirmed because creativity emerges from learner‘s interaction and participation in an

activity, the learner needs opportunities to try new activity or idea that flows freely and

naturally, and the learner needs a framework to develop creativity.

This study focused on the media along with their creativity result that support

students‘ writing skills of narrative text. The other factor of writing skills of narrative

text needs to be considered in the next research to contribute to the previous study.

Moreover, students‘ creativity should be developed by doing many activities that

encourage them to be creative. Due to the limitation of the time, the researcher cannot

do more activities to boost students‘ creativity. Thus, the further study about students‘

creativity with many activities that support their creativity especially in writing

narrative text will be contribute more to this study.

59

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APPENDICES

67

APPENDIX 1 Syllabus

Bahasa Inggris Umum

Satuan Pendidikan : SMA/MA

Kelas : X (Sepuluh)

Kompetensi Inti :

KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati

dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran,

damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai

dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam

sekitar, bangsa, negara, kawasan regional, dan kawasan internasional‖.

KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural,

dan metakognitif 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 prosedural pada bidang

kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan

pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan

kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.8 Membedakan fungsi

sosial, struktur teks, dan

unsur kebahasaan

beberapa teks naratif

lisan dan tulis dengan

memberi dan meminta

informasi terkait legenda

rakyat, sederhana, sesuai

dengan konteks

penggunaannya

Narrative Text

A. Definition of Narrative Text

Narrative text is a story with

complication or problematic

events and it tries to find

resolution to solve the

problem. An important part of

narrative text is narrative mode

the set of methods used to

communicate the narrative

through a process narration.

B. The Purposes of Narrative

Text

The purpose of narrative text is

to amuse or to entertain the

reader with a story

C. Generic Structure of

Narrative Text

1. Orientation

Set the scenes about

settings and the characters

of the story

2. Complication

The beginning of the story

is started with the

problems. The problems

continue to the crisis or

climax of the story

3. Resolution

The problem of the story

1. Students promote

questioning about

understanding of

story or narrative

text

- What is story?

- How do you

difine the

similarities or

differences

between story

and narrative?

- Why do people

need to read a

story?

2. In pairs, students

identify and

analyse some of

the stories (myth,

legend or folktale)

How do you

understand and

identify the scene

or part of stories?

(Orientation,

complicatio)

3. Students anayse

the stories by

comprehending of

68


will be solved. The endings

may propose happy, sad or

free expectation from the

audiences.

4. Re-orientation/Coda

The moral of the story will

be mentioned. Eventhough,

this part is optional as

closing of the story

D. Language Features

1. Past Tense : (+) V2 .e.g. walked, ran,

turned into, swallowed, etc.

(-) did not + V1 .e.g. did not

allow, did not admit, etc.

(?) Did + subject + V1 .e.g.

Did he remember me?

2. Temporal conjunction: Once upon a time, one day, a

long time ago, etc.

3. Direct and Indirect

Speech:

Direct speech: Malin Kundang

said: “Mom, I plan to

go sailing away”

Indirect speech: Malin

Kundang said that he

planned to go sailing away.

4. Adverbial phrase: in the river, at the

mountain, etc.

5. Passive Voice: was cursed, were trimmed,

etc.

6. Linking Verbs: They connect a noun with

words that identify or

describe the noun.

Examples: belong, get, look,

appear, be (is, are).

7. Relating Verbs: They link the subject and the

rest of the sentences.

Examples: classify, divide,

consist, and group.

8. Behavioral Verbs: They are verbs of

physiological and

language features

used in sentences

and paragraphs.

4. Students research

and read some

stories

(encouraged to

explore more about

Indonesian

folklore, myth or

legends)

5. Students explore

ideas (theme, plot,

characters, settings

and moral) by

using mind

mapping to begin

the process of

writing

6. Students draft

writing

7. Students discuss in

pair about the story

(giving meaningful

feedback)

8. Students students

edit and revise the

text

9. Students publish

the writing product

10. Self-reflection and

teachers‘ feedback

- Menyimak guru

membacakan legenda,

sambil dilibatkan dalam

tanya jawab tentang

isinya

- Didiktekan guru

menuliskan legenda

tersebut dalam buku

catatan masing-masing,

sambil bertanya jawab

terkait fungsi sosial,

struktur teks, dan unsur

kebahasaan yang ada

- Dalam kelompok

masing-masing berlatih

membacakan legenda

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psychological behavior of

living things.

Examples: breathe, feed,

snore, smile, and dream.

9. Saying Verbs: They are verbs of talking in

direct speech.

Examples: say, speak, tell, ask,

explain, reply,

answer, whisper, shout, and

scream.

10. Action Verbs/Material

Verbs/Doing Verbs. Example: go, write, build,

make, create, etc.

11. Mental Verbs/

ThinkingVerbs. They are verbs of sense:

feeling, thinking, and

perceiving.

Example: like, love, hate,

enjoy, understand, believe,

see, watch, hear, listen, etc.

E. Topic

Legend, Myth, Folklore

tsb dengan intonasi,

ucapan dan tekanan kata

yang benar, dengan

saling mengoreksi

- Membaca satu legenda

lain, bertanya jawab

tentang isinya, dan

kemudian

mengidentifikasi

kalimat-kalimat yang

memuat bagian-bagian

legenda yang ditanyakan

- Melakukan refleksi

tentang proses dan hasil

belajar.

70

APPENDIX 2 Lesson Plan (Experimental Class/1)

Name of School : SMA 66 Jakarta

Subject : English

Grade / Semester : X / II

Topic : Narrative Text

Time allocation : 90 minutes

Meeting/Class : 1/Experiment Class

A. Core Competencies (Kompetensi Inti)

KI 3: Understand, apply, analyze factual, conceptual, procedural

knowledge based on their curiosity about science, technology, art,

culture, and humanities with insight into society, nationality, state,

and civilization related to phenomena and events in a specific field

of work problems.

KI 4: Processing, thinking, presenting in the concrete and abstract realms

related to developing what they learn in school independently and

carrying out specific tasks under direct supervision.

B. Basic Competencies and Indicators of Competency Achievement

(Kompetensi Dasar dan Indikator Pencapaian Kompetensi)

KD 3.8: According to the context of their use, analyzing social functions, text

structures, and linguistic elements of several oral and written narrative texts

by giving and asking related to Indonesian folk legends.

KD 4.8: Presenting narrative texts of Indonesian folk legends in writing by paying

attention to social functions, text structures, and linguistic elements

correctly and in context.

Basic Competencies

(Kompetensi Dasar)

Indicators of Competency Achievement

(Indikator Pencapaian Kompetensi)

3.8 According to the context of their use,

analyzing social functions, text structures,

and linguistic elements of several oral and

written narrative texts by giving and asking

related to Indonesian folk legends.

3.83.8.1 Describe the social function of written

narrative texts related to written Indonesian folk

stories or legends into tables

3.8.2 Detailing the text structure and linguistic

elements in written narrative texts related to

Indonesian folk stories or legends

71

C. Learning Objectives

During and after the learning process students are able to:

1. After reading examples of folklore texts, students in groups can describe the social

functions of written narrative texts related to Indonesian folk stories or legends written into

tables with confidence.

2. Students in groups can classify information or explanations about the structure and

linguistic elements in written narrative texts related to Indonesian folk stories or legends

correctly

3. After analyzing examples of Indonesian folklore narrative texts, in groups, students can

organize ideas for writing folklore narrative texts based on the structure and linguistic

elements by containing elements of creative writing in detail using a mind-mapping form.

4. Students can reconstruct it by rewriting folklore texts on digital blogs based on

creatively writing narrative texts.

D. Learning Material

1. Social Function:

Educating readers by the moral of the story, demonstrating nationalism,

appreciating and promoting Indonesian culture and heritage, entertaining by

the story

2. Structure of Text:

a. Orientation

Orientation is an introduction to the story. The introduction includes the

setting and characters.

b. Complication

The part of the story that presents the problems that occur between the

characters. Complications consist of the initial problem and the peak of the

problem.

c. Resolution

The part of the story conveys the resolution of the problem or the final condition

of the conflict that occurs.

d. Re-orientation/coda

The part of the story briefly repeats the orientation or conflict as a closing. This

section is optional.

3. Language Features:

a. Tenses of simple past tense, past continuous and another relevan

b. Adjective refers to the characters, characterization, and settings

c. Temporal conjunction: Once upon a time, one day, a long time ago,

d. Direct and Indirect Speech:

4.8 Presenting narrative texts of Indonesian folk

stories or legends in writing by paying

attention to social functions, text structures,

and linguistic elements correctly and in

context.

4.8.1 Organizing ideas for writing narrative texts

of Indonesian folk stories or legends with

elements of creativity

4.8.2 Reconstructing folklore narrative texts with

elements of creativity in writing by paying

attention to social functions, text structures, and

linguistic features correctly and in context.

72

Direct speech: Malin Kundang said: “Mom, I plan to go sailing away”

Indirect speech: Malin Kundang said that he planned to go sailing away.

e. Passive Voice: was cursed, were trimmed, etc

f. Linking Verbs: They connect a noun with words that identify or describe the

noun. Examples: belong, get, look, appear, be (is, am, are)

g. Relating Verbs: They link the subject and the rest of the sentences.

Examples: classify, divide, consist, and group

h. Behavioral Verbs: They are verbs of physiological and psychological behavior

of living things. Examples: breathe, feed, snore, smile, and dream.

E. Topic : Indonesian Folklore

F. Media Pembelajaran

1. Media/Tools

a. Video dengan Subtitle (Youtube)

b. Google Classroom

c. Kahoot

d. Canva/Power Point

e. Blog site

f. Laptop/PC

G. Learning Resources

A. Book

Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X .

Kementerian Pendidikan Dan Kebudayaan, 2017.

B. Journal :

Latha, R. Using Blog as a Medium to Hone Writing Skills in English,

vol. 5, no. 3, 2020.

Rangkuti, Nabilah Aulia. The Effect of Project Based Learning on the Students’

Creative Thinking Skill in Writing Narrative Text, 2020.

C. Video with Subtitle

The Origin of Banyuwangi

https://www.ef.co.id/englishfirst/kids/blog/legenda-asal-usul -banyuwangi-

dari-jawa-timur/

https://www.ef.co.id/englishfirst/kids/blog/legenda-asal-usul%20-banyuwangi-dari-jawa-timur/

https://www.ef.co.id/englishfirst/kids/blog/legenda-asal-usul%20-banyuwangi-dari-jawa-timur/

73

H. Method: Scientific –

-Scientific:

- Observing

- Questioning

- Exploring

- Associating

- Communicating

I. Advanced Material: Reading Various Indonesian Folklore Text

J. Learning Activities

Activities The Description of the Activity Time

Allocation

Opening

Tuning In

(Inquiry

questions,

brainstormi

ng topic,

prior

knowledge)

Blended Learning (Synchronous-Google Meet and Asynchronous)

1. Students and teachers enter the virtual google meet room (link is

listed in the GC and also informed through the Whatsapp group)

2. The teacher and students give and reply greetings to each other

3. Students are checked for attendance through attendance by the

teacher

4. Students prepare themselves to be ready to learn and check their

tidiness, and be disciplined in every learning activity

5. Students and teachers pray together. The prayer is led by a student who

attends the earliest (Appreciating student discipline/PPK)

6. Students watch the video and sing the anthem, Indonesia Raya, with

the spirit of nationalism.

7. Students respond to the teacher's questions regarding the material in

the previous meeting (Communication 4C)

Conveying Learning Goals and Motivation

8. Students play the Kahoot game to review knowledge related to

Indonesian legends or folklore

15 minutes

74

9. Students watch an Indonesian folklore video

https://www.ef.co.id/englishfirst/kids/blog/legenda-asal-usul-

banyuwangi-dari-jawa-timur/

10. Students listen to the teacher's explanation of the activities to be

carried out and the objectives of the learning activities, and the

motivation conveyed by the teacher (Communication 4C)

11. Pre test

Students write narrative texts with the theme of legends or

Indonesian folklore https://classroom.google.com/u/1/c/MjkzMDcwMDc5ODYy/a/MzA

xMzY4MzIyNjgw/details

Appercept

ion

Organizing students to be ready to learn 60 minutes

(Aperceptiom

+ Main

Activity)

MAIN ACTIVITY

Initiation

Stage

12. Students in groups search for information related to narrative texts'

definition, structure, and language elements.

13. Students discuss and present the information using presentation

slides and describe the social function of written narrative texts from

examples of stories or Indonesian folk legends provided or their own

choice into a table with confidence. (Task 1)

14. Students listen to confirmation from the teacher regarding the

understanding, structural functions, and linguistic elements of

narrative text through slides and videos of examples of folklore

text.

Link:https://www.ef.co.id/englishfirst/kids/blog/legenda-asal-usul-

banyuwangi-dari-jawa-timur/

Explorati

on

Stage

15. Students in groups detail the text structure and linguistic elements in

written narrative texts related to Indonesian folk stories or legends

from the examples provided or selected and searched for by

themselves using a graphic organizer by determining the text

https://www.ef.co.id/englishfirst/kids/blog/legenda-asal-usul-banyuwangi-dari-jawa-timur/


https://classroom.google.com/u/1/c/MjkzMDcwMDc5ODYy/a/MzAxMzY4MzIyNjgw/details

https://classroom.google.com/u/1/c/MjkzMDcwMDc5ODYy/a/MzAxMzY4MzIyNjgw/details



75

structure and linguistic elements in the text. (Task 2)

Link:

https://www.ef.co.id/englishfirst/kids/blog/cerita-asal-usul-kota-

surabaya-dongeng-bahasa-inggris/

16. Students present the discussion and discuss the structure of the text

and linguistic elements from the sample text from other groups.

CLOSING

Reflection 17. Students reflect on the activities and targets achieved

The following reflection activities:

a. What have you learned today?

b. How do you feel following today's lesson?

c. What do you like and dislike most about today's lesson?

d. What did you not understand in today's lesson?

e. What is the highlight of this lesson?

f. What will you do after attending today's lesson?

18. Students and teachers make conclusions.

19. Students are encouraged to read or look for reading

materials related to narrative texts in the form of folk tales

that are still not popular from various sources (storybooks,

digital blogs, or videos) and discuss them with friends

20. Students receive information on lesson plans for the next

meeting.

21. The student who demonstrated the best performance

today led the closing prayer.

22. The teacher ends the learning activities with closing

sentences and greetings

23. Students give closing greetings

24. Students are allowed to leave google meet

15 minutes

Jakarta, 10 March 2021

English Teacher Researcher

Nunun Maslukah Rizkia Ulfah, S.Pd.

NIP.- NIP. -

https://www.ef.co.id/englishfirst/kids/blog/cerita-asal-usul-kota-surabaya-dongeng-bahasa-inggris/

https://www.ef.co.id/englishfirst/kids/blog/cerita-asal-usul-kota-surabaya-dongeng-bahasa-inggris/

76

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)



3.8 According to the context of their use, analyzing

social functions, text structures, and linguistic

elements of several oral and written narrative texts

by giving and asking related to Indonesian folk

legends.

3.83.8.1 Describe the social function of

written narrative texts related to written

Indonesian folk stories or legends into

tables

3.8.2 Detailing the text structure and

linguistic elements in written narrative texts

related to Indonesian folk stories or legends


stories or legends in writing by paying attention to


elements correctly and in context.

4.8.1 Organizing ideas for writing narrative

texts of Indonesian folk stories or legends

with elements of creativity

4.8.2 Reconstructing folklore narrative

texts with elements of creativity in writing

by paying attention to social functions,

text structures, and linguistic features


77

78

STUDENTS’ WORKSHEETS

(LKPD)

TASK 1

79

TASK 2

80

81

APPENDIX 3 Test in Writing Narrative Text (Pre-Test)

Instruction!

1. Write your full name, your class, and day ∕date

2. Make a narrative text about Indonesian Legend, Myth, or Folktales

3. Write down a short narrative text using your own words (words account at least 200

words

4. Your story must consist of generic structure and language features

Name: Class: Date:

TITTLE

………………………………

Orientation

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

________________________________________________________________________

Complication

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Resolution

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Coda

_________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

82

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

83



Subject : English




Meeting/Class : 2/Experimental Class






of work problems.











correctly and in context

Basic Competencies

(Kompetensi Dasar)









narrative texts related to written Indonesian

folk stories or legends into tables




84




functions of written narrative texts related to Indonesian folk stories or legends

written into tables with confidence.


linguistic elements in written narrative texts related to Indonesian folk stories or

legends correctly

3. After analyzing examples of Indonesian folklore narrative texts, in groups, students

can organize ideas for writing folklore narrative texts based on the structure and

linguistic elements by containing elements of creative writing in detail using a

mind-mapping form.




1. Social Function:

Educating readers by the moral of the story, demonstrating nationalism, appreciating and

promoting Indonesian culture and heritage, entertaining by the story


a. Orientation



b. Complication



problem.

c. Resolution















context.




4.8.2 Reconstructing folklore narrative texts

with elements of creativity in writing by

paying attention to social functions, text

structures, and linguistic features correctly

and in context.

85










A. Topic : Indonesian Folklore

B. Media Pembelajaran

2. Media

g. Video dengan Subtitle (Youtube)

h. Google Classroom

i. Google Jamboard

j. Blog site

3. Alat

Laptop/PC

C. Learning Resources

2. Book



3. Journal:

Nadya, Nyayu Lulu. ―Text Reproduction of Folklore with Character

Education as Enrichment of Sanggar Sastra.‖ Proceedings of the 1st

International Conference on Language, Literature, and Arts Education

(ICLLAE 2019), 2020, doi:10.2991/assehr.k.200804.080.

D. Methode: Scientific – Project based Learning

Scientific:

- Observing

- Questioning

- Exploring

- Associating

- Communicating

E. Advanced Material: Re-writing Indonesian Folklore in digital blog

F. Learning Activities

86


Allocation

Opening

Tuning In

(Inquiry questions,

brainstorming

topic, prior

knowledge)

Blended Learning (Synchronous-Google Meet and

Asynchronous)

1. Students and teachers enter the virtual google meet

room (link is listed in the GC and also informed

through the Whatsapp group)

2. The teacher and students give and reply greetings to

each other

3. Students are checked for attendance through attendance

by the teacher

4. Students prepare themselves to be ready to learn and

check their tidiness, and be disciplined in every learning

activity

5. Students and teachers pray together. The prayer is led by a

student who attends the earliest (Appreciating student

discipline/PPK)

6. Students watch the video and sing the anthem,

Indonesia Raya, with the spirit of nationalism.

7. Students respond to the teacher's questions regarding the

material in the previous meeting (Communication 4C)


8. Students share opinion about favorite Indonesian

Folklore through class discussion

9. Students submit questions, thoughts, or opinions about

the relationship between the content of the video and

the learning material to be studied in google jamboard

10. Students listen to the teacher's explanation of the

activities to be carried out and the objectives of the

learning activities, and the motivation conveyed by the

teacher (Communication 4C)

15 minutes

Apperception Organizing students to be ready to learn 60 minutes

(Aperceptiom

+ Main

Activity)

MAIN ACTIVITY

Initiation Stage 11. Students in groups of two find text of Indonesian

folklore

12. Students identify the structure and language features of

the text (Task 1)

13. Students listen to the teachers confirmining about the

writing project

14. Students set planning re-writing Indonesian folklore

Exploration

Stage

15. Students organize ideas through a mapping template

(Task 2)

16. Students discuss and present ideas to teacher and

87

classmates

CLOSING ACTIVITY










19. Students are encouraged to read or look for

reading materials related to narrative texts in

the form of folk tales that are still not popular

from various sources (storybooks, digital

blogs, or videos) and discuss them with friends

20. Students receive information on lesson plans for

the next meeting.

21. The student who demonstrated the best

performance today led the closing prayer.

22. The teacher ends the learning activities with

closing sentences and greetings.



15 minutes



Nunun Maslukah, S.Pd Rizkia Ulfah, S.Pd.

NIP. - NIP. -

88

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)





elements of several oral and written narrative

texts by giving and asking related to Indonesian

folk legends.


















89

90

STUDENTS’ WORKSHEET

(LKPD)

TASK 1

91

TASK 2

A. Atittude (Observation)

Instruction:

Give check list √ on the coloumn based on the range criterion

3 = Average

2 = Poor

1 = Very Poor Observation Form

No Students‘

Name Responsibility

Honesty Communication Confidence

Discipline

1.

2.

3.

4.

5.

92

B. Knowledge and Skills

WRITING NARRATIVE RUBRIC (Adapted from Hughes 2004, p. 104)

Aspect Score Criteria

Content 13-16 VERY POOR: does not show knowledge of subject; non-substantive; non-

pertinent; not enough to evaluate

17-21 FAIR TO POOR: limited knowledge of subject; little substance; inadequate

development of theme and genre

22-26 GOOD TO AVERAGE: limited knowledgeable of subject; adequate range;

limited knowledge of thesis; mostly relevant to theme and genre but lacks

detail

27-30 EXELLENT TO VERY GOOD: knowledgeable; substantive; thorough

development of thesis; relevant to assigned theme and genre

Organization 7-9 VERY POOR: does not communicate; no organization; not enough to

evaluate

10-13 FAIR TO POOR: non-fluent; ideas confused or disconnected; lack of logical

sequencing and development

14-17 GOOD TO AVERAGE: somewhat choppy; loosely organized but main ideas

stand out; limited support; logical but incomplete sequencing

18-20 EXELLENT TO VERY GOOD: fluent expression; ideas clearly stated ∕

supported; succinct; well organized; logical sequencing; cohesive

Vocabulary 7-9 VERY POOR: Essentially transition; little knowledgeable or English

vocabulary, idioms, word form; not enough to evaluate

10-13 FAIR TO POOR: limited range; frequent errors or word ∕ idioms form;

choice and usage, meaning confused or obscured

14-17 GOOD TO AVERAGE: adequate range; occasional errors of words ∕ idioms

form; choice and usage; meaning not obscured

18-20 EXELLENT TO VERY GOOD: sophisticated range; effective word∕ idiom

form; choice and usage; word form mastery; appropriate register

Language

Use

5-10 VERY POOR: virtually no mastery of sentence construction rules;

dominated by errors; does not communicate; or not enough to evaluate

11-17 FAIR TO POOR: major problem in simple∕ complex constructions; frequent

errors of negation, agreement, tense, number, word order∕ function, articles,

pronouns, preposition but meaning confused or obscured

18-21 GOOD TO AVERAGE: effective but simple construction; minor problems

in negation, agreement, tense, number, word order∕ function, articles,

pronouns, preposition but meaning seldom obscured

22-25 EXELLENT TO VERY GOOD: effective complex construction; few errors

of agreement, tense, number, word order∕ function, articles, pronouns,

preposition.

Mechanics 1-2 VERY POOR: no mastery of conventions; dominated by errors of spelling;

punctuation, capitalization, paragraphing; handwriting illegible; mor not

enough to evaluate

3 FAIR TO POOR: frequent errors of spelling; punctuation, capitalization,

paragraphing; poor handwriting; meaning confused or obscured

4 GOOD TO AVERAGE: occasional errors of spelling; punctuation,

capitalization, paragraphing but meaning not obscured

5 EXELLENT TO VERY GOOD: demonstrates mastery of conversations;

few errors of spelling; punctuation, capitalization, paragraphing

93



Subject : English










of work problems.












Basic Competencies

(Kompetensi Dasar)











tables




94

C. L

e

a

r

n

i

n

g

Objectives







legends correctly




mind-mapping form.




1. Social Function:


appreciating and promoting Indonesian culture and heritage, entertaining by the

story


a. Orientation

Orientation is an introduction to the story. The introduction includes the setting and

characters.

b. Complication



problem.

c. Resolution






3.Language Features:










context.








and in context.

95







h. Behavioral Verbs: They are verbs of physiological and psychological behavior of

living things. Examples: breathe, feed, snore, smile, and dream.



Media/Tools

Video dengan Subtitle (Youtube

Google Classroom

Google Jamboard

Blog site

Laptop/PC


Book

Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X . Kementerian Pendidikan

Dan Kebudayaan, 2017.

Journal : Latha, R. Using Blog as a Medium to Hone Writing Skills in English, vol. 5, no. 3, 2020.

Rangkuti, Nabilah Aulia. The Effect of Project Based Learning on the Students’ Creative

Thinking Skill in Writing Narrative Text, 2020

H. Methode: Scientific – Project based Learning

Scientific:

- Observing

- Questioning

- Exploring

- Associating

- Communicating

I. Advanced Material: Re-writing Indonesian Folklore in digital blog



Allocation

Opening

Tuning In

(Inquiry questions,

brainstorming

topic, prior

knowledge)


Asynchronous)

1. Students and teachers enter the virtual google

meet room (link is listed in the GC and also

informed through the Whatsapp group)

2. The teacher and students give and reply

15 minutes

96

greetings to each other

3. Students are checked for attendance through

attendance by the teacher

4. Students prepare themselves to be ready to learn

and check their tidiness, and be disciplined in

every learning activity

5. Students and teachers pray together. The prayer is led

by a student who attends the earliest (Appreciating

student discipline/PPK)



7. Students respond to the teacher's questions

regarding the material in the previous meeting

(Communication 4C)


8. Students share reading experience on Indonesian

Folklore


activities to be carried out and the objectives of

the learning activities, and the motivation

conveyed by the teacher (Communication 4C)


(Aperceptiom

+ Main

Activity)

MAIN ACTIVITY

Initiation Stage 10. Students share opinion about what is creativity

and the concept of creativity in writing

11. Students compare and contrast two of

Indonesian folklore text about the plot, structure

and language used (same title but different

author) (Task 1)

12. Students listen to the teachers confirmining about

the creativity in writing

13. Students do the Creative Thinking Torrance Test

30 minutes

Exploration

Stage

14. Students review their creativity based on the

creativity rubric

15. Students continue their writing project

CLOSING ACTIVITY

Reflection 16. Students reflect on the activities and targets

achieved




15 minutes

97





17. Students and teachers make

conclusions.

18. Students are encouraged to do activity

of search some writing blogs before the

next meeting

19. Students receive information on lesson

plans for the next meeting.


performance today led the closing

prayer.

21. The teacher ends the learning activities

with closing sentences and greetings..


23. Students are allowed to leave google

meet




NIP.- NIP. -

98

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)

Indicators of Competency

Achievement (Indikator Pencapaian

Kompetensi)





legends.




tables








4.8.1 Organizing ideas for writing

narrative texts of Indonesian folk stories

or legends with elements of creativity

4.8.2 Reconstructing folklore narrative

texts with elements of creativity in

writing by paying attention to social

functions, text structures, and linguistic

features correctly and in context.

99

100

101


(LKPD)

TASK 1

102

APPENDIX 6 Creativity Test in Writing

Name :

Class :

Direction!

I. Arrange some sentences using these letters below. Don’t repeat the same word.

Finish it in 5 minutes!

Example:

M-B-J: Marina brings juice, Jessica bought motorcycle, Brescia made jelly

1. H – I – A

__________________________________________________________________

2. R – C – M

II. Write the unpredictable statement effect of these imagination. Finish it in 5

minutes! Example: Suppose if there is no Sunday, what will happen?

There will be free day after Saturday, no one will feel holiday.


1. Suppose everyone can travel everywhere without vehicle, what will happen?

___________________________________________________________________

2. Suppose everyone in this world knows your mind, what will happen?

________________________________________________________________

III. What are the maximum number of unusual and interesting uses of following

things? Finish it in 5 minutes!

Example: Book to bring a snack as a tray

________________________________________________________________

1. Book:

________________________________________________________________

________________________________________________________________

2. Plastic bottle:

____________________________________________________________________

103

__________________________________________________________

IV. Re-write this events into another form of sentences! Finish it in 10 minutes!

Example:

Original: Long ago, when this old world was in it tender infancy, there was a child

named Epimetheus, who never had either father or mother

Re-write: There was a boy named Epimetheus who lived alone when this old world

was still in its infancy.

1. Long time ago, there lived a family near Lake Toba, North Sumatera, Indonesia

________________________________________________________________

________________________________________________________________

__________

2. The girl was very sad. She did not love the man her parents had already chosen

for her. She only wanted to marry her boyfriend. Every day, she just sat near

Lake Toba. She was very hopeless

________________________________________________________________

_____

__________________________________________________________________

___

3. While she was thinking very hard, suddenly she slipped and fell to a big hole.

________________________________________________________________

_____

V. Propose the title for each text and write down a moral story from your own

perspective! Finish it in 10 minutes!

For Example:

Text

Once upon a time, there were two close friends who were walking through the forest

together. They knew that anything dangerous can happen any time in the forest. So,

they promised each other that they would always be together in any case of danger.

Suddenly, they saw a large bear getting closer toward them. One of them climbed a

nearby tree at once. Unfortunately, the other one did not know how to climb up the

tree. So being led by his common sense, he lay down on the ground breathless and

pretended to be a dead man.

The bear came near the one who was lying on the ground. It smelt in his ears, and

slowly left the place because the bears do not want to touch the dead creatures. After

that, the friend on the tree came down and asked his friend that was on the ground,

―Friend, what did the bear whisper into your ears?‖ The other friend replied, ―Just

now the bear advised me not to believe a false friend‖.

Your Answer:

104

Title: True Friends

Moral of the Story: A true friend in need is a friend indeed.

1. Text A One hot day, an ant was seeking for some water. After walking around for a

moment, she came to a spring. To reach the spring, she had to climb up a blade of

grass. While making her way up, she slipped and fell unintentionally into the water.

She could have sunk if a dove up a nearby tree had not seen her. Seeing that

the ant was in trouble, the dove quickly put off a leaf from a tree and dropped it

immediately into the water near the struggling ant. Then the ant moved towards the

leaf and climbed up there. Soon it carried her safely to dry ground.

Not long after at that, there was a hunter nearby who was throwing out his net

towards the dove, hoping to trap it in this way.

Guessing what he should do, the ant quickly bit him on the heel. Feeling the pain, the

hunter dropped his net and the dove flew away quickly from this net.

Title:

Moral of the story:

2. Text B

One day, at the farm there was a hen with her 7 eggs. The one of those eggs was too

big for the usual hen‘s egg. The hen did not understand how she had that egg but she still

took care of it.

At one morning, all of those eggs cracked. There were six cute yellow chicks and

one big black and ugly chick. The mother did not understand why one of his chicks was

too big and black and ugly. That ugly chick also grew too fast than the other six chicks.

All chicken at that farm laughed at that ugly chick and every day they mocked him. That

ugly chick was so sad. He felt different and ugly and he was so shy of his appearance.

One day, the ugly chick decided to run away from the farm. He asked the other bird

about his kind but there was no bird knew about him. He was more and more sad and

lonely. He walked slowly near the river to get food. He saw his appearance at the river

and it was true that he was so ugly and different from the other chicks.

When the ugly chick went alone, a man come and caught him. The man took it home

and kept it in a stall. Every day that man gave some food and water for that ugly chick.

He was saved actually but he felt alone inside that stall. He can see the other chicken

outside the stall. He did not understand why that man did not release him outside the stall.

The chick grew bigger and he did not know how long he had been in the stall so far.

He did not know yet how he looked like after he grew bigger. What he knew was that all

chickens on that farm were afraid of him. That made him became more and more sad and

felt ugly. One day, the man released him outside that stall because its stall was not

enough for his size. He can feel a little bit happier because finally he could walk around.

He saw a big and beautiful bird came close to him. That bird was as big as him and

has so very beautiful feather. He was afraid and the he run away. Near the pool at that

farm, finally he can see his appearance. He was the same with the big bird he had seen

105

before. Then he understood that he was not a chicken but a bird. Then he came to that

bird and asked about his kind. He told all of his sad stories to that bird.

Finally, he knew that he was a peacock and he was happy because he was not alone

and ugly anymore. He was a beautiful peacock with his new family.

Title:

Moral of the story:

VI. Write all questions you can think of based on the scene below! Finish it in 10

minutes!

1.

_

_____________________________________________________________________

2.

___________________________________________________________________

__

106

___________________________________________________________________

__

107

APPENDIX 7 Creativity Test Scoring Rubric

Very Creative Creative Ordinary Imitative

CRITERIA 4 3 2 1

Variety of ideas

and context

Ideas represent

the starling

variety of

important

concepts from

different

contexts or

disciplines

Ideas represent

important concepts

from different context

or disciplines

Ideas

represent

important

concepts

from the

same or

similar

context or

disciplines

Ideas do not

represent important

concepts

Variety of

source

Created product

draws on a wide

variety of

sources,

including

different texts,

media, resource

persons, or

personal

experiences

Created product draws

on a variety of sources,

including different

texts, media, resource

persons, or personal

experiences

Created

product

draws on a

limited set if

sources and

media

Created product

draws on only one

source or on source

that are not trust,

worthy, or

appropriate

Combining

ideas

Ideas are

combined in

original and

surprising ways

to solve a

problem,

address an issue,

or make

something new

Ideas are combined in

original ways to solve

a problem, address an

issue, or make

something new

Ideas are

combined in

ways that

are derived

from the

thinking of

others (for

example, of

the authors

in sources

consulted)

Ideas are copied or

restated from the

sources consulted

Communicating

something new

Created product

is interesting,

new, or helpful,

making an

original

contribution that

includes

identifying a

previously

unknown

problem, issue,

or purpose

Created product is

interesting, new, or

helpful, making an

original contribution

for its intended purpose

(for example, solving a

problem or addressing

an issue)

Created

product

serves its

intended

purpose (for

example,

solving a

problem or

addressing

an issue)

Created product

does not serve its

intended purpose

(for example,

solving a problem

on addressing an

issue)

Adapted from: Susan M. Brookhart (2013). Alexandria, VA. ASDC

108



Subject : English










of work problems.












Basic Competencies

(Kompetensi Dasar)



3.8 According to the context of their

use, analyzing social functions, text

structures, and linguistic elements of

several oral and written narrative

texts by giving and asking related to

Indonesian folk legends.







109

C. L

e

a

r

n

i

n

g

Objectives







legends correctly




mind-mapping form.




1. Social Function:



the story


a. Orientation



b. Complication



problem.

c. Resolution







g. Tenses of simple past tense, past continuous and another relevan

h. Adjective refers to the characters, characterization, and settings

i. Temporal conjunction: Once upon a time, one day, a long time ago,

j. Direct and Indirect Speech:

4.8 Presenting narrative texts of

Indonesian folk stories or legends in


functions, text structures, and

linguistic elements correctly and in

context.








110



k. Passive Voice: was cursed, were trimmed, etc

l. Linking Verbs: They connect a noun with words that identify or describe the








Media/Tool

1. Video dengan Subtitle (Youtube)

2. Google Classroom

3. Google Jamboard

4. Blog site

5. Laptop/PC


1. Book

Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X . Kementerian

Pendidikan Dan Kebudayaan, 2017.

2. Journal:

Latha, R. Using Blog as a Medium to Hone Writing Skills in English, vol.

5, no. 3, 2020.

Rangkuti, Nabilah Aulia. The Effect of Project Based Learning on the Students’

Creative Thinking Skill in Writing Narrative Text, 2020.

H. Method: Scientific – Project based Learning

Scientific:

- Observing

- Questioning

- Exploring

- Associating

- Communicating




Allocation

Opening

Tuning In

(Inquiry questions,


Asynchronous)


15 minutes

111

brainstorming

topic, prior

knowledge)



2. The teacher and students give and reply greetings to each

other


by the teacher


check their tidiness, and be disciplined in every

learning activity



discipline/PPK)



7. Students respond to the teacher's questions regarding

the material in the previous meeting (Communication

4C)


8. Students discuss and review of Indonesian Folklore

(audiopodcast, from video-youtube or story book)






(Aperceptio

m + Main

Activity)

MAIN ACTIVITY

Initiation Stage 10. Students share opinion about what is blog through

google jamboard

11. Students discuss how to create a writing blog

12. Students listen to the teachers confirmining about

writing blog

30 minutes

Exploration

Stage

13. Students create a blog


CLOSING ACTIVITY






15 minutes

112





17. Students are encouraged to do activity of

reading Indonesian Folklore from blog

18. Students receive information about the activity in

the next meeting.




closing sentences and greetings..






NIP.- NIP. -

113

NARRATIVE TEXT

KD. 3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)







legends.











4.8.1 Organizing ideas for writing narrative texts of

Indonesian folk stories or legends with elements of

creativity


elements of creativity in writing by paying attention

to social functions, text structures, and linguistic


114

The Procedure of Creating a Blog

115


(LKPD)

TASK

Instruction:

Create a digital blog or writing blog. You may choose any kind of domain for example :

https://www.blogger.com/ -- https://wordpress.com/ -- https://www.wix.com/

https://www.blogger.com/

https://wordpress.com/

https://www.wix.com/

116

APPENDIX 9 Rubric of Blog Writing Project

CRITERIA Unsatisfactory Limited Proficient Exemplary Rating Content and

Creativity

50%

Postings are do not

stimulate dialogue

and commentary

and do not connect

with the audience.

Postings are

brief and

unimaginative,

and reflect

minimal effort

to connect with

the audience.

Postings are

generally well

written with some

attempts made to

stimulate dialogue

and commentary.

Postings are

creatively and

fluently written to

stimulate dialogue

and comment

117

Text Layout,

Use of

Pictures adn

Multimedia

20%

Does not insert

any graphics, or

uses only low-

quality graphics

and multimedia,

which do not

enhance the

content.

Selects and

inserts many

low-quality

graphics and

multimedia

which do not

enhance the

content.

Selects and inserts

graphics and

multimedia that

are mostly high

quality and

enhance and

clarify the

content.

Selects and inserts

high quality

graphics and

multimedia when

appropriate to

enhance the

content‘s visual

appeal and

increase

readability.

Timelines and

Tags

10%

Does not

categorize and tag

the topic

appropriately.

The post is not

categorized and

tagged

appropriately.

Submitted late.

Post is

categorized and

tagged.

Submitted on

time.

Post is

categorized and

topics are tagged

appropriatel

.Submitted on

time

Proofreading

10%

Written responses

contain numerous

grammatical,

spelling or

punctuation

errors. The style

of writing does not

facilitate effective

communication.

Written

responses

include some

grammatical,

spelling or

punctuation

errors that

distract the

reader.

Written responses

are largely free of

grammatical,

spelling or

punctuation

errors. The style

of writing

generally

facilitates

communication.

Written responses

are free of

grammatical,

spelling or

punctuation

errors. The style

of writing

facilitates

communication.

118



Subject : English










of work problems.



carrying out specific tasks under direct supervision. B. Basic Competencies and Indicators of Competency Achievement








Basic Competencies

(Kompetensi Dasar)




analyzing social functions, text


several oral and written narrative texts

by giving and asking related to



narrative texts related to written Indonesian

folk stories or legends into tables




119

C. L

e

a

r

n

i

n

g

O

bjectives



functions of written narrative texts related to Indonesian folk stories or legends written

into tables with confidence.



legends correctly



linguistic elements by containing elements of creative writing in detail using a mind-

mapping form.




1. Social Function:

Educating readers by the moral of the story, demonstrating nationalism, appreciating

and promoting Indonesian culture and heritage, entertaining by the story


a. Orientation


characters.

b. Complication

The part of the story that presents the problems that occur between the characters.

Complications consist of the initial problem and the peak of the problem.

c. Resolution

The part of the story conveys the resolution of the problem or the final condition of the

conflict that occurs.


The part of the story briefly repeats the orientation or conflict as a closing. This section is

optional.







4.8 Presenting narrative texts of Indonesian

folk stories or legends in writing by


structures, and linguistic elements



texts of Indonesian folk stories or legends with



with elements of creativity in writing by paying


and linguistic features correctly and in context.

120



f. Linking Verbs: They connect a noun with words that identify or describe the noun.

Examples: belong, get, look, appear, be (is, am, are)



h. Behavioral Verbs: They are verbs of physiological and psychological behavior of

living things. Examples: breathe, feed, snore, smile, and dream.



Media/Tool


2. Google Classroom

3. Blog site

4. Laptop/PC


1. Book



2. Journal:

Drani, Ahmad, et al. ―Effectiveness of Using Folklore Text-Based Learning

Media Literacy in Class X Students of MAN Tg. Pura.‖ Budapest

International Research and Critics in Linguistics and Education (BirLE)

Journal, vol. 4, no. 1, 2021, pp. 377–391., doi:10.33258/birle.v4i1.1625. Rangkuti, Nabilah Aulia. The Effect of Project Based Learning on the Students’ Creative Thinking

Skill in Writing Narrative Text, 2020.


- Scientific:

- Observing

- Questioning

- Exploring

- Associating

- Communicating




Allocation

Opening

Blended Learning (Synchronous-Google

Meet and Asynchronous)

15 minutes

121

Tuning In

(Inquiry questions,

brainstorming topic,

prior knowledge)

1. Students and teachers enter the virtual

google meet room (link is listed in the

GC and also informed through the

Whatsapp group)

2. The teacher and students give and reply

greetings to each other

3. Students are checked for attendance

through attendance by the teacher

4. Students prepare themselves to be ready

to learn and check their tidiness, and be

disciplined in every learning activity

5. Students and teachers pray together. The

prayer is led by a student who attends the

earliest (Appreciating student

discipline/PPK) 6. Students watch the video and sing the

anthem, Indonesia Raya, with the spirit

of nationalism.

7. Students respond to the teacher's

questions regarding the material in the

previous meeting (Communication 4C)

Conveying Learning Goals and

Motivation

8. Students discuss and review of

Indonesian Folklore (audiopodcast, from

video-youtube or story book)

9. Students listen to the teacher's

explanation of the activities to be carried

out and the objectives of the learning

activities, and the motivation conveyed

by the teacher (Communication 4C)


(Aperceptiom

+ Main

Activity)

MAIN ACTIVITY

Initiation Stage 10. Students present the writing blog

11. Students accept teacher feedback

about the blog created

12. Students review the story plot includes

the structure and language features of

narrative text (TASK 1)

30 minutes

Exploration Stage 13. Students review the story plot includes

language features of narrative text

(TASK 2)


CLOSING ACTIVITY

122

Reflection 15. Students reflect on the activities and

targets achieved



b. How do you feel following today's

lesson?

c. What do you like and dislike most about

today's lesson?

d. What did you not understand in today's

lesson?


f. What will you do after attending today's

lesson?

16. Students and teachers make

conclusions.

17. Students are encouraged to

do activity of reading Indonesian

Folklore from blog

18. Students receive information

about the activity in the next

meeting.

19. The student who demonstrated

the best performance today led

the closing prayer.

20. The teacher ends the learning

activities with closing sentences

and greetings..


22. Students are allowed to leave

google meet

15 minutes



A. LEARNING MATERIAL

Nunun Maslukah, S.Pd

NIP.

Rizkia Ulfah, S.Pd.

NIP.

123

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

Basic Competencies

(Kompetensi Dasar)




social functions, text structures, and linguistic elements

of several oral and written narrative texts by giving and

asking related to Indonesian folk legends.




tables




4.8 Presenting narrative texts of Indonesian folk stories

or legends in writing by paying attention to social

functions, text structures, and linguistic elements









and in context.

124


125

(LKPD)

TASK 1

126

127

TASK 2

128



Subject : English






KI 3 : Understand, apply, analyze factual, conceptual, procedural




of work problems.

KI 4 : Processing, thinking, presenting in the concrete and abstract realms


carrying out specific tasks under direct supervision. B. Basic Competencies and Indicators of Competency Achievement (Kompetensi Dasar dan

Indikator Pencapaian Kompetensi)







Basic Competencies

(Kompetensi Dasar)











Indonesian folk stories or legends into tables




129

C. L

e

a

r

n

i

n

g

O

bjectives


1. After reading examples of folklore texts, students in groups can describe the

social functions of written narrative texts related to Indonesian folk stories or

legends written into tables with confidence.

2. Students in groups can classify information or explanations about the structure

and linguistic elements in written narrative texts related to Indonesian folk stories or

legends correctly

3. After analyzing examples of Indonesian folklore narrative texts, in groups,

students can organize ideas for writing folklore narrative texts based on the

structure and linguistic elements by containing elements of creative writing in

detail using a mind-mapping form.




1. Social Function:



the story


a. Orientation



b. Complication


characters. Complications consist of the initial problem and the peak of

the problem.

c. Resolution

The part of the story conveys the resolution of the problem or the final

condition of the conflict that occurs.



















structures, and linguistic features correctly and

in context.

130











E. Topic: Indonesian Folklore

F.Media Pembelajaran

Media/Tools


2. Google Classroom

3. Blog site

4. 4 Laptop/PC


1. Book Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X .


2. Journal:

Drani, Ahmad, et al. ―Effectiveness of Using Folklore Text-Based Learning

Media Literacy in Class X Students of MAN Tg. Pura.‖ Budapest

International Research and Critics in Linguistics and Education (BirLE)

Journal, vol. 4, no. 1, 2021, pp. 377–391., doi:10.33258/birle.v4i1.1625.

Rangkuti, Nabilah Aulia. The Effect of Project Based Learning on the

Students’ Creative Thinking Skill in Writing Narrative Text, 2020


Scientific:

- Observing

- Questioning

- Exploring

- Associating

- Communicating

I. Advanced Material: Reading International Follklore


131


Allocation

Opening

Tuning In

(Inquiry

questions,

brainstorming

topic, prior

knowledge)


Asynchronous)

12. Students and teachers enter the virtual google

meet room (link is listed in the GC and also

informed through the Whatsapp group)

13. The teacher and students give and reply greetings

to each other



15. Students prepare themselves to be ready to learn

and check their tidiness, and be disciplined in every

learning activity

16. Students and teachers pray together. The prayer is led

by a student who attends the earliest (Appreciating student

discipline/PPK) 17. Students watch the video and sing the anthem,


18. Students respond to the teacher's questions

regarding the material in the previous meeting

(Communication 4C)


19. Students discuss and review of Indonesian Folklore

(audiopodcast, from video-youtube or story book)



learning activities, and the motivation conveyed by

the teacher (Communication 4C)

15 minutes


(Aperceptiom +

Main Activity)

MAIN ACTIVITY

Initiation

Stage

21. Students review the story plot includes the structure

and language features of some Indonesian folklore

30 minutes

Exploration

Stage

22. Students discuss the interesting blog of Indonesian

folklore

23. Students do the Post-Test

CLOSING ACTIVITY





15 minutes

132

c. What do you like and dislike most about today's

lesson?










29. Students are allowed to leave google meet Jakarta, 31 March 2021



NIP.- NIP. -

133

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

A. LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)







legends.


















134

135

136


(LKPD)

TASK 1

137

138

Task 2

139

APPENDIX 12 Lesson Plan (Control Class/1)


Subject : English




Meeting/Class : 1/Control Class






of work problems.












Basic Competencies

(Kompetensi Dasar)






several oral and written narrative texts by

giving and asking related to Indonesian

folk legends.







140

C. L

e

a

r

n

i

n

g

Objectives




legends written with confidence.



legends correctly





4. Students can reconstruct it by rewriting Indonesian folklore texts


1. Social Function:



the story


a. Orientation



b. Complication

The part of the story that presents the problems that occur between

the characters. Complications consist of the initial problem and the peak of

the problem.

c. Resolution


















in writing by paying attention to social



141













Media

Video dengan Subtitle (Youtube)

Google Classroom

Kahoot

Canva/Power Point

6. Alat

Laptop/PC

B. Learning Resources

C. Book Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X .


D. Journal:

Eppley, Karen, and Curt Dudley-Marling. ―Does Direct Instruction Work?: A

Critical Assessment of Direct Instruction Research and Its Theoretical

Perspective.‖ Journal of Curriculum and Pedagogy, vol. 16, no. 1, 2018, pp.

35–54., doi:10.1080/15505170.2018.1438321.

E. Video with Subtitle

Sangkuriang and Mount Tangkuban Perahu

https://www.ef.co.id/englishfirst/kids/blog/cerita-legenda-sangkuriang-dan-

gunung-tangkuban-perahu-dongeng-bahasa-inggris/

https://www.ef.co.id/englishfirst/kids/blog/cerita-legenda-sangkuriang-dan-gunung-tangkuban-perahu-dongeng-bahasa-inggris/


142

F. Indonesian Folklore Text

http://folklore-lover.blogspot.com/2016/03/the-legend-of-mentiko-bertuah-

story.html

G. Methode: Direct Instruction H. Advanced Material : Reading Various Indonesian Folklore Text

I. Learning Activities


Allocation

Opening

Tuning In

(Inquiry

questions,

brainstorming

topic, prior

knowledge)


Asynchronous)





other


by the teacher



activity

5. Students and teachers pray together. The prayer is led by a student

who attends the earliest (Appreciating student discipline/PPK)

6. Students watch the video and sing the anthem, Indonesia

Raya, with the spirit of nationalism.




8. Students play the Kahoot game to review knowledge related

to Indonesian legends or folklore

15 minutes

143

9. Students watch an Indonesian folklore video

Sangkuriang and Mount Tangkuban Perahu

https://www.ef.co.id/englishfirst/kids/blog/cerita-legenda-

sangkuriang-dan-gunung-tangkuban-perahu-dongeng-

bahasa-inggris/

10. Students listen to the teacher's explanation of the activities

to be carried out and the objectives of the learning activities,

and the motivation conveyed by the teacher

(Communication 4C)

11. Pre test

Students write narrative texts with the theme of legends or

Indonesian folklore

https://classroom.google.com/u/1/w/MjkzMDcwMDc5

ODYy/t/all


(Aperceptiom +

Main Activity)

MAIN ACTIVITY

12. Teacher present sample of Indonesian Folklore text

13.Teacher describe the social function of narrative text –

Indonesian Folklore

14. Teacher describe the structure and language features of

narrative text

15. Students in groups detail the text structure and linguistic

elements in written narrative texts related to Indonesian folk

stories or legends from the examples provided by the teacher

(Task 1)

Link: http://folklore-lover.blogspot.com/2016/03/the-

legend-of-mentiko-bertuah-story.html

16. Students present the discussion and discuss the structure of

the text and linguistic elements from the sample text from

other groups.

CLOSING











reading materials related to narrative texts in the

form of folk tales that are still not popular from

various sources (storybooks, digital blogs, or videos)

and discuss them with friends

15 minutes




https://classroom.google.com/u/1/w/MjkzMDcwMDc5ODYy/t/all

https://classroom.google.com/u/1/w/MjkzMDcwMDc5ODYy/t/all

144

20. Students receive information on lesson plans for the

next meeting.









Nunun Maslukah Rizkia Ulfah, S.Pd.

NIP.- NIP. -

145

NARRATIVE TEXT

KD. 3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)















folk stories or legends in writing by paying



context.



creativity





146

147

SAMPLE OF TEXT

148


(LKDP)

TASK 1

149

TASK 2

150

151

APPENDIX 13 Pre-Test of Writing Narrative Text

Instruction!




words


Name:

Class:

Date:

TITTLE

………………………………

Orientation

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Complication

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Resolution

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Coda

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

152

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

153



Subject : English










of work problems.












Basic Competencies

(Kompetensi Dasar)











stories or legends




154





legends written with confidence.



legends correctly





4. Students can reconstruct it by rewriting Indonesian folklore texts


1. Social Function:


appreciating and promoting Indonesian culture and heritage, entertaining by the

story


a. Orientation



b. Complication



problem.

c. Resolution




The part of the story briefly repeats the orientation or conflict as a closing.

This section is optional.




4.8 Presenting narrative texts of

Indonesian folk stories or legends in





of Indonesian folk stories or legends

4.8.2 Reconstructing folklore narrative texts in

writing by paying attention to social functions,

text structures, and linguistic features correctly

and in context.

155






f. Linking Verbs: They connect a noun with words that identify or

describe the noun. Examples: belong, get, look, appear, be (is, am, are)



h. Behavioral Verbs: They are verbs of physiological and psychological

behavior of living things. Examples: breathe, feed, snore, smile, and

dream.



Media/Tool

Video dengan Subtitle (Youtube)

Google Classroom

Kahoot

Canva/Power Point

Laptop/PC

G. Learning Resource

1. Book

Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X . Kementerian Pendidikan


2. Journal:

Eppley, Karen, and Curt Dudley-Marling. ―Does Direct Instruction Work?: A

Critical Assessment of Direct Instruction Research and Its Theoretical Perspective.‖

Journal of Curriculum and Pedagogy, vol. 16, no. 1, 2018, pp. 35–54.,

doi:10.1080/15505170.2018.1438321.

H. Indonesian Folklore Text

The Beginning of Cianjur : https://indonesiantale.blogspot.com/2015/01/folklore-legends-

and-myths-from-indonesia-the-beginning-of-cianjur.html

I. Method: Direct Instruction J. Advanced Material: Reading Various Indonesian Folklore Text

K. Learning Activities


Allocation

Opening

Tuning In

(Inquiry

questions,

brainstorming

topic, prior

knowledge)


Asynchronous)





each other



15 minutes

156



learning activity



discipline/PPK) 6. Students watch the video and sing the anthem,




4C)


8. Students are asked to read an Indonesian Folklore text

provided by teacher.

The Beginning of Cianjur :

https://indonesiantale.blogspot.com/2015/01/folklore-

legends-and-myths-from-indonesia-the-beginning-of-

cianjur.html

9. Teacher asks students to describe the social function of

the text


(Aperceptiom +

Main Activity)

MAIN ACTIVITY

10. Teacher present sample of Indonesian Folklore text

The Beginning of Cianjur :

https://indonesiantale.blogspot.com/2015/01/folklore-

legends-and-myths-from-indonesia-the-beginning-of-

cianjur.html

11. Teacher describe the element of the story

12. Students in groups detail the element of the story

(Task 1)

The Legend of Lake Toba

Link: http://folktales4u.blogspot.com/2011/05/legend-of-

lake-toba.html

13. Students are asked to identify the characters, setting

and moral value of the story

CLOSING








15 minutes

https://indonesiantale.blogspot.com/2015/01/folklore-legends-and-myths-from-indonesia-the-beginning-of-cianjur.html



157




reading materials related to narrative texts in the

form of folk tales that are still not popular from

various sources (storybooks, digital blogs, or

videos) and discuss them with friends


the next meeting.









Nunun Maslukah

NIP.-

Rizkia Ulfah, S.Pd.

NIP.-

158

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)












elements in written narrative texts related to Indonesian

folk stories or legends





context.



creativity





159

160

161

STUDENTS WORKSHEET

(LKPD)

TASK 1

Identify the story elements by finding the characters, setting and moral value.

Write your findings into the table.

162



Subject : English





A.Core Competencies (Kompetensi Inti)





of work problems.




B.Basic Competencies and Indicators of Competency Achievement








Basic Competencies

(Kompetensi Dasar)














163








legends correctly




detail

4. Students can reconstruct it by rewriting folklore texts on worksheet based on



1. Social Function:



the story


a. Orientation



b. Complication



problem.

c. Resolution



3. Re-orientation/coda









context.








164















Media

1. Google Classroom

2. Google Jamboard

3. Laptop/PC


A. Book Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X.


B. Journal:

Sinulingga, Andrew, et al. ―The Differences Between Learning Model of

Inquiry and Direct Instruction Toward Learning Outcomes of Discus Throw.‖

Journal Sport Area, vol. 6, no. 1, 2021, pp. 20–27.,

doi:10.25299/sportarea.2021.vol6(1).4856.

H. Method: Scientific – Direct Instruction

I. Advanced Material: Re-writing Indonesian Folklore



Allocation

Opening

Tuning In

(Inquiry questions,

brainstorming

topic, prior

knowledge)


Asynchronous)

1. Students and teachers enter the virtual google meet room

(link is listed in the GC and also informed through the

Whatsapp group)


other


by the teacher



15 minutes

165

activity



discipline/PPK) 6. Students watch the video and sing the anthem, Indonesia






Folklore






(Aperceptiom

+ Main

Activity)

MAIN ACTIVITY

10. Students compare and contrast two of Indonesian

folklore text about the plot, structure and language used

(same title but different author) (Task1)

11. Students share opinion about what is creativity and the

concept of creativity in writing

12. Students listen to the teachers confirmining about the

creativity in writing

13. Students do the Creative Thinking Torrance Test

30 minutes

14. Students review their creativity based on the creativity

rubric

15. Students are asked to re-write Indonesian folklore

CLOSING ACTIVITY







18. Students are encouraged to do activity of

search some writing blogs before the next meeting


the next meeting.


15 minutes

166



closing sentences and greetings.





Nunun Maslukah

NIP.-

Rizkia Ulfah, S.Pd.

NIP.-

167

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)







legends.


















168

169

170


(LKPD)

TASK 1

171

APPENDIX 16 Creativity Test in Writing

Name :

Class :

Direction!

I. Arrange some sentences using these letters below. Don’t repeat the same

word. Finish it in 5 minutes!

Example:

M-B-J: Marina brings juice, Jessica bought motorcycle, Brescia made jelly

1. H – I – A

__________________________________________________________________

2. R – C – M

II. Write the unpredictable statement effect of these imagination. Finish it in 5

minutes! Example: Suppose if there is no Sunday, what will happen?



1. Suppose everyone can travel everywhere without vehicle, what will happen?

___________________________________________________________________

2. Suppose everyone in this world knows your mind, what will happen?

________________________________________________________________

III. What are the maximum number of unusual and interesting uses of following

things? Finish it in 5 minutes!

Example: Book to bring a snack as a tray

________________________________________________________________

3. Book:

________________________________________________________________

________________________________________________________________

____________________________________________________________________

172

4. Plastic bottle:

________________________________________________________________

IV. Re-write these events into another form of sentences! Finish it in 10 minutes!

Example:

Original: Long ago, when this old world was in it tender infancy, there was a child

named Epimetheus, who never had either father or mother

Re-write: There was a boy named Epimetheus who lived alone when this old world

was still in its infancy.

1. Long time ago, there lived a family near Lake Toba, North Sumatera, Indonesia

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. The girl was very sad. She did not love the man her parents had already chosen

for her. She only wanted to marry her boyfriend. Every day, she just sat near

Lake Toba. She was very hopeless

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. While she was thinking very hard, suddenly she slipped and fell to a big hole.

________________________________________________________________

________________________________________________________________

V. Propose the title for each text and write down a moral story from your own

perspective! Finish it in 10 minutes!

For Example:

Text

Once upon a time, there were two close friends who were walking through the forest

together. They knew that anything dangerous can happen any time in the forest. So,

they promised each other that they would always be together in any case of danger.

Suddenly, they saw a large bear getting closer toward them. One of them climbed a

nearby tree at once. Unfortunately, the other one did not know how to climb up the

tree. So being led by his common sense, he lay down on the ground breathless and

pretended to be a dead man.

The bear came near the one who was lying on the ground. It smelt in his ears, and

slowly left the place because the bears do not want to touch the dead creatures. After

that, the friend on the tree came down and asked his friend that was on the ground,

―Friend, what did the bear whisper into your ears?‖ The other friend replied, ―Just

now the bear advised me not to believe a false friend‖.

Your Answer:

Title: True Friends

173

Moral of the Story: A true friend in need is a friend indeed.

1. Text A One hot day, an ant was seeking for some water. After walking around for a

moment, she came to a spring. To reach the spring, she had to climb up a blade of

grass. While making her way up, she slipped and fell unintentionally into the water.

She could have sunk if a dove up a nearby tree had not seen her. Seeing that

the ant was in trouble, the dove quickly put off a leaf from a tree and dropped it

immediately into the water near the struggling ant. Then the ant moved towards the

leaf and climbed up there. Soon it carried her safely to dry ground.

Not long after at that, there was a hunter nearby who was throwing out his net

towards the dove, hoping to trap it in this way.

Guessing what he should do, the ant quickly bit him on the heel. Feeling the pain, the

hunter dropped his net and the dove flew away quickly from this net.

Title:

Moral of the story:

2. Text B

One day, at the farm there was a hen with her 7 eggs. The one of those eggs was too

big for the usual hen‘s egg. The hen did not understand how she had that egg but she still

took care of it.

At one morning, all of those eggs cracked. There were six cute yellow chicks and

one big black and ugly chick. The mother did not understand why one of his chicks was

too big and black and ugly. That ugly chick also grew too fast than the other six chicks.

All chicken at that farm laughed at that ugly chick and every day they mocked him. That

ugly chick was so sad. He felt different and ugly and he was so shy of his appearance.

One day, the ugly chick decided to run away from the farm. He asked the other bird

about his kind but there was no bird knew about him. He was more and more sad and

lonely. He walked slowly near the river to get food. He saw his appearance at the river

and it was true that he was so ugly and different from the other chicks.

When the ugly chick went alone, a man come and caught him. The man took it home

and kept it in a stall. Every day that man gave some food and water for that ugly chick.

He was saved actually but he felt alone inside that stall. He can see the other chicken

outside the stall. He did not understand why that man did not release him outside the stall.

The chick grew bigger and he did not know how long he had been in the stall so far.

He did not know yet how he looked like after he grew bigger. What he knew was that all

chickens on that farm were afraid of him. That made him became more and more sad and

felt ugly. One day, the man released him outside that stall because its stall was not

enough for his size. He can feel a little bit happier because finally he could walk around.

He saw a big and beautiful bird came close to him. That bird was as big as him and

has so very beautiful feather. He was afraid and the he run away. Near the pool at that

farm, finally he can see his appearance. He was the same with the big bird he had seen

174

before. Then he understood that he was not a chicken but a bird. Then he came to that

bird and asked about his kind. He told all of his sad stories to that bird.

Finally, he knew that he was a peacock and he was happy because he was not alone

and ugly anymore. He was a beautiful peacock with his new family.

Title:

Moral of the story:

VI. Write all questions you can think of based on the scene below! Finish it in 10

minutes!

1.

_

______________________________________________________________________

______________________________________________________________________

2.

175

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Scoring Rubric

Creativity Scoring Rubric

Very Creative Creative Ordinary Imitative

CRITERIA 4 3 2 1

Variety of ideas

and context

Ideas represent

the starling

variety of

important

concepts from

different

contexts or

disciplines

Ideas represent

important concepts

from different context

or disciplines

Ideas

represent

important

concepts

from the

same or

similar

context or

disciplines

Ideas do not

represent important

concepts

Variety of

source

Created product

draws on a wide

variety of

sources,

including

different texts,

media, resource

persons, or

personal

experiences

Created product draws

on a variety of sources,

including different

texts, media, resource

persons, or personal

experiences

Created

product

draws on a

limited set if

sources and

media

Created product

draws on only one

source or on source

that are not trust,

worthy, or

appropriate

Combining

ideas

Ideas are

combined in

original and

surprising ways

to solve a

problem,

address an issue,

or make

something new

Ideas are combined in

original ways to solve

a problem, address an

issue, or make

something new

Ideas are

combined in

ways that

are derived

from the

thinking of

others (for

example, of

the authors

in sources

consulted)

Ideas are copied or

restated from the

sources consulted

Communicating

something new

Created product

is interesting,

new, or helpful,

making an

original

contribution that

includes

identifying a

previously

Created product is

interesting, new, or

helpful, making an

original contribution

for its intended purpose

(for example, solving a

problem or addressing

an issue)

Created

product

serves its

intended

purpose (for

example,

solving a

problem or

addressing

Created product

does not serve its

intended purpose

(for example,

solving a problem

on addressing an

issue)

176

unknown

problem, issue,

or purpose

an issue)

Adapted from: Susan M. Brookhart (2013). Alexandria, VA. ASDC

177



Subject : English






KI 3: Understand, apply, analyze factual, conceptual, procedural knowledge based on their

curiosity about science, technology, art, culture, and humanities with insight into society,

nationality, state, and civilization related to phenomena and events in a specific field of

work problems.

KI 4: Processing, thinking, presenting in the concrete and abstract realms related to developing

what they learn in school independently and carrying out specific tasks under direct

supervision.



KD 3.8: According to the context of their use, analyzing social functions, text structures, and

linguistic elements of several oral and written narrative texts by giving and asking


KD 4.8: Presenting narrative texts of Indonesian folk legends in writing by paying attention to

social functions, text structures, and linguistic elements correctly and in context

Basic Competencies

(Kompetensi Dasar)














178




functions of written narrative texts related to Indonesian folk stories or legends written

into tables with confidence.


linguistic elements in written narrative texts related to Indonesian folk stories or legends

correctly

3. After analyzing examples of Indonesian folklore narrative texts, in groups, students can

organize ideas for writing folklore narrative texts based on the structure and linguistic

elements by containing elements of creative writing in detail

4. Students can reconstruct it by rewriting folklore texts on worksheet based on creatively

writing narrative texts.


1.Social Function:

Educating readers by the moral of the story, demonstrating nationalism, appreciating and

promoting Indonesian culture and heritage, entertaining by the story


a. Orientation


characters.

b. Complication

The part of the story that presents the problems that occur between the characters.

Complications consist of the initial problem and the peak of the problem.

c. Resolution

The part of the story conveys the resolution of the problem or the final condition of the

conflict that occurs.


The part of the story briefly repeats the orientation or conflict as a closing. This section

is optional.

3.Language Features:





context.








179








f. Linking Verbs: They connect a noun with words that identify or

describe the noun. Examples: belong, get, look, appear, be (is, am, are)



h. Behavioral Verbs: They are verbs of physiological and psychological

behavior of living things. Examples: breathe, feed, snore, smile,

and dream.


F.Teaching Media

Media/Tool:

1. Indonesian Folklore Text

2. Google Classroom

3. Laptop/PC


1. Book Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X . Kementerian Pendidikan


2. Journal:

Sinulingga, Andrew, et al. ―The Differences Between Learning Model of Inquiry

and Direct Instruction Toward Learning Outcomes of Discus Throw.‖ Journal

Sport Area, vol. 6, no. 1, 2021, pp. 20–27.,


3. Indonesian Folklore Text

Ratna Ayu Wideradin and Monkey: http://indonesianfolklore.blogspot.com/2012/04/ratna-

ayu-wideradin-and-monkey.html





Allocation

Opening

Tuning In

(Inquiry

questions,


Asynchronous)



Whatsapp group)

15 minutes

http://indonesianfolklore.blogspot.com/2012/04/ratna-ayu-wideradin-and-monkey.html

http://indonesianfolklore.blogspot.com/2012/04/ratna-ayu-wideradin-and-monkey.html

180

brainstorming

topic, prior

knowledge)


other

3. Students are checked for attendance through attendance by the

teacher

4. Students prepare themselves to be ready to learn and check

their tidiness, and be disciplined in every learning activity

5. Students and teachers pray together. The prayer is led by a student

who attends the earliest (Appreciating student discipline/PPK) 6. Students watch the video and sing the anthem, Indonesia Raya,

with the spirit of nationalism.




8. Students share reading experience on Indonesian Folklore

9. Students listen to the teacher's explanation of the activities to

be carried out and the objectives of the learning activities, and

the motivation conveyed by the teacher (Communication 4C)


(Aperceptio

m + Main

Activity)

MAIN ACTIVITY

10. Teacher asks students to review the Indonesian folklore text

they have read

11. Students write sentences based on the picture of an Indonesian

Folklore (picture provided by the teacher) TASK 1

30 minutes

CLOSING ACTIVITY







14. Students receive information on lesson plans for the

next meeting.

15. The student who demonstrated the best performance

today led the closing prayer.

16. The teacher ends the learning activities with closing

sentences and greetings.

15 minutes

181



Jakarta, 2 April 2021


Nunun Maslukah

NIP.-

Rizkia Ulfah, S.Pd.

NIP.-

182

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)












elements in written narrative texts related to Indonesian

folk stories or legends





context.



creativity





183

184

185


TASK 1

186



Subject : English










of work problems.












Basic Competencies

(Kompetensi Dasar)














187








legends correctly




detail




5. Social Function:



the story


a. Orientation



b. Complication



problem.

c. Resolution












context.








188















Media

4. Google Classroom

5. Google Jamboard

6. Laptop/PC


C. Book Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X.


D. Journal:









Allocation

Opening

Tuning In

(Inquiry

questions,

brainstorming

topic, prior

knowledge)


Asynchronous)



Whatsapp group)


other


by the teacher



activity 5. Students and teachers pray together. The prayer is led by a

15 minutes

189


discipline/PPK)

6. Students watch the video and sing the anthem, Indonesia






Folklore






(Aperceptio

m + Main

Activity)

MAIN ACTIVITY

10. Teacher asks students to review the Indonesian folklore

text they have read

11. Students write sentences based on the picture of an

Indonesian Folklore (picture provided by the teacher)

TASK 1

30 minutes

CLOSING ACTIVITY








the next meeting.




closing sentences and greetings



15 minutes

190



Nunun Maslukah

NIP.-

Rizkia Ulfah, S.Pd.

NIP.-

191

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)






















creativity





192

193


194



Subject : English










of work problems.












Basic Competencies

(Kompetensi Dasar)














195








legends correctly




detail




9. Social Function:



the story


a. Orientation



b. Complication



problem.

c. Resolution












context.








196















Media

Indonesian Folklore Text

Google Classroom

Alat

Laptop/PC


E. Book Widiati, Rohmah, and Furaidah. Bahasa Inggris Kelas X.


F. Journal:









Allocation

Opening

Tuning In

(Inquiry

questions,

brainstorming

topic, prior

knowledge)


Asynchronous)





each other





learning activity 23. Students and teachers pray together. The prayer is led by a

15 minutes

197


discipline/PPK)





4C)



Folklore






(Aperceptio

m + Main

Activity)

MAIN ACTIVITY

28. Teacher asks students to review the Indonesian folklore

text they have read

29. Students write sentences based on the picture of an

Indonesian Folklore (picture provided by the teacher)

TASK 1

30. Post-test

30 minutes

CLOSING ACTIVITY








the next meeting.

15 minutes

198




closing sentences and greetings





Nunun Maslukah

NIP.-

Rizkia Ulfah, S.Pd.

NIP.-

199

NARRATIVE TEXT KD.

3.8 – 3.8.1, 3.8.2

KD. 4.8 – 4.8.1, 4.8.2

LEARNING MATERIAL

Basic Competencies

(Kompetensi Dasar)






















creativity





200

201


202

APPENDIX 20 Post-Test of Writing Narrative Text

Instruction!




words


Name:

Class:

Date:

TITTLE

………………………………

Orientation

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Complication

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Resolution

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Coda

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

203

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

204

205

206

207

208

APPENDIX 21 The Questionnaire of Edu-Blog

Adapted from Vesley, Bloom, & Sherlock, 2007; Klic & Gogdas, 2014; Blackstone, Spirit, &

Naganuma, 2007

No Source Original Item New Item No Category

7 E. Kiliç,

İbrahim

Gökdaş,

2014

Overall using the blog has

helped me learn

Using Edu-blog has

helped me to learn this

course

1 Perceived

learning

items

2 E. Kiliç,

İbrahim

Gökdaş,

2014

I believe that incorporating

blogs with teaching can

enhance my learning

experience in general

I believe that using

Edu-blog in learning

this course increase my

learning experience

generally.

2 Perceived

learning

items

1 E. Kiliç,

İbrahim

Gökdaş,

2014

The blog discussions help me

to share my knowledge and

experience with my peers

Using Edu-blog allows

me to express my own

point of view to the

public

3

Perceived

learning

items 9 Vesley,

Bloom &

Sherlock,

2007

Posting to the blog has helped

me to communicate ideas more

effectively

8 Vesley,

Bloom &

Sherlock,

2007

In comparison to my other

classes, the amount of my

interaction with other students

in this class has increased due

to the blog

Comparing to other

classes, it is hard to

communicate ideas

through blog

4 Sense of

community

12 E. Kiliç,

İbrahim

Gökdaş,

2014

Blog discussion helps me

understand other point of view

Edu-blog helps me

understand the

perspective of other

students

5 Perceived

learning

items

6 Vesley,

Bloom &

Sherlock,

2007

Using the blog to post and

respond was easy to do

Edu-blog is easy to use 6 Easy-of-use

15 Vesley,

Bloom &

Sherlock,

2007

Had difficulty using the

blogging web site to post and

respond

I become intimidated to

participate in blog

7 Sense of

community

4 E. Kiliç,

İbrahim

Gökdaş,

2014

In comparison to my other

classes, the amount of my

interaction with other students

in this class has increased due

to the blog.

The interaction with

other students in this

class has increased due

to the using of Edu-

blog compare to other

classes

8 Perceived

learning

items

10 E. Kiliç,

İbrahim

Gökdaş,

Due to the class blog, I feel

that I am an important part

of our classroom

Due to the use of Edu-

blog, I feel that I am an

important part of our

9 Sense of

community

209

2014 community.

classroom community

11 E. Kiliç,

İbrahim

Gökdaş,

2014

Other students‘ comments

on my blog posts are

important

Other student‘s

feedback on my post in

Edu-blog are very

annoying

10 Sense of

community

6 Blackstone,

Spiri &

Naganuma

2007

I like having my instructor

make written comments on my

post

Having instructor

feedback on my post

made my writing

become better

11 Perceived

learning

items

11 E. Kiliç,

İbrahim

Gökdaş,

2014

Other students‘ comments

on my blog posts are

important

Other student‘s

feedback on my post in

Edu-blog are essential

12 Sense of

community

7 Blackstone,

Spiri &

Naganuma

2007

I find the blogging buddy

system is useful

I find the blogging

buddy system is not

useful for improving

my blog posts

13 Perceived

learning

items, Sense

of

community

8 Blackstone,

Spiri &

Naganuma

2007

The use of the blogging buddy

system is effective for

improving my blog posts

Generally, it is better

not to have a blogging

buddy for my writing

improvement

14 Perceived

learning,

sense of

community

2 Vesley,

Bloom &

Sherlock,

2007

Spend a lot of time thinking

about entries before posting it

to blog

I spent a lot of time

thinking about entries

before posting it to

blog

15 Perceived

learning

items

3 E. Kiliç,

İbrahim

Gökdaş,

2014

I have been stimulated to do

additional readings or

research on topics discussed

on the blog.

I have been motivated

to do additional

readings or research on

topics discussed on the

blog

16 Perceived

learning

items

3 Blackstone,

Spiri &

Naganuma

2007

I like reading my classmate‘s

written post

I like reading my

classmate‘s written

posts

17 Perceived

learning

items

5 Blackstone,

Spiri &

Naganuma

2007

I like having my classmates

make

comments on my posts.

Having my friend‘s

feedback on my post

made me more careful

in writing

18 Perceived

learning

items

4 Blackstone,

Spiri &

Naganuma

2007

I like making comments on my

classmates‘ posts

I like to write

comments on my

classmate‘s posts

19 Sense of

community

items

11 Blackstone,

Spiri &

In general, it is better to have a

blogging buddy for my writing

Having a blogging

buddy burdened me to

20 Perceived

learning

210

Naganuma

2007

improvement than not having

one

write items

Questionnaire of Using Edu-Blog

This questionnaire aims to identify your attitude towards the use of Edu-blog during teaching and

learning process in the classroom. For each statement, state your answer by writing a checklist (√).

SA for Strongly Agree, A for Agree, U for undecided or no opinion, D for Disagree and SD for

Strongly Disagree. Fell free to express it because there is no right or wrong answer.

Name: Class:

No Statement SA A U D SD

1. Using Edu-blog has helped me to learn

this course

2. I believe that using Edu-blog in learning

this course increase my learning

experience generally.

3. Using Edu-blog allows me to express

my own point of view to the public

4. Comparing to other classes, it is hard to

communicate ideas through Edu-blog

5. Edu-blog helps me understand the

perspective of other students

6. Edu-blog is easy to use

7. I become intimidated to participate in

blog

8. The interaction with other students in

this class has increased because of the

using of Edu-blog compare to other

classes which has not used Edu-blog

9. Due to the use of Edu-blog, I feel that I

am an important part of our classroom

community

10. Other student‘s feedback on my post in

Edu-blog are very annoying

11 Having instructor feedback on my post

made my writing become better

12. Other student‘s feedback on my post in

Edu-blog are essential

13. I find the blogging buddy system is not

useful for improving my blog posts

14. Generally, it is better not to have a

blogging buddy for my writing

improvement

15. I spent a lot of time thinking about

entries before posting it to blog

211

16. I have been motivated to do additional

readings or research on topics discussed

on the blog

17. I like reading my classmate‘s written

posts

18. Having my friend‘s feedback on my

post made me more careful in writing

19. I like to write comments on my

classmate‘s posts

20. Having a blogging buddy burdened me

to write

Kuesioner

212

Kuesioner ini bertujuan untuk mengidentifikasi sikap Anda terhadap penggunaan Edu-blog selama

proses belajar mengajar di kelas. Untuk setiap pernyataan, tetapkan jawaban Anda dengan

membubuhkan tanda ceklis (√) pada kotak respon. ST untuk Sangat Setuju, S untuk Setuju, R untuk

Ragu-ragu atau tidak ada pendapat, TS untuk Tidak Setuju dan STS untuk Sangat Tidak Setuju.

Anda bebas untuk mengekspresikan jawaban karena tidak ada jawaban yang benar atau salah.

Nama: Kelas:

No Pernyataan SS S R TS STS

1. Menggunakan Edu-blog telah

membantu saya untuk mempelajari

pelajaran ini

2. Saya percaya bahwa menggunakan

Edu-blog dalam mempelajari materi

ini meningkatkan pengalaman belajar

saya secara umum

3. Menggunakan Edu-blog

memungkinkan saya untuk

mengekspresikan sudut pandang saya

sendiri kepada publik

4. Membandingkan dengan kelas lain,

sulit untuk mengkomunikasikan ide

melalui Edu-blog

5. Edu-blog membantu saya memahami

perspektif siswa lain

6. Edu-blog mudah untuk digunakan

7. Saya takut untuk berpartisipasi dalam

Edu-blog

8. Interaksi dengan siswa lain di kelas

ini telah meningkat karena

penggunaan Edu-blog dibandingkan

dengan kelas lain yang tidak

menggunakannya

9. Saya merasa menjadi bagian yang

penting dari kelas melalui

penggunaan of Edu-blog

10. Respon siswa lain terhadap postingan

blog saya sangat menjengkelkan

11 Mendapatkan komentar dari guru

dalam postingan blog saya

menjadikan tulisan saya lebih baik

12. Respon siswa lain terhadap postingan

blog saya sangat penting

13. Saya menemukan bahwa teman

blogging tidak berguna dalam

peningkatan postingan blog saya

14. Secara umum, lebih baik untuk tidak

memiliki teman blogging untuk

peningkatan tulisan saya

213

15. Saya menghabiskan banyak waktu

untuk berpikir tentang tulisan saya

sebelum mengirimnya ke blog

16. Saya sudah termotivasi untuk lebih

banyak membaca dan meneliti

tentang topik yang di diskusikan

dalam blog

17. Saya suka membaca postingan tulisan

teman saya

18. Mendapatkan komentar dari teman

pada postingan saya menjadikan saya

lebih berhati-hati dalam menulis

19. Saya suka menulis komentar pada

postingan teman saya

20. Mendapatkan teman blogging

membebani saya dalam menulis

214

APPENDIX 22 The Example of Student’s Worksheet with High Score of Writing Narrative

Text from Post Test of Experimental Class

215

216

APPENDIX 23 The Example of Student’s Worksheet with High Score of Writing Narrative

Text from Post Test of Control Class

217

218

APPENDIX 24 The Example of Student’s Worksheet with Low Score of Writing Narrative

Text from Post Test of Experimental Class

219

APPENDIX 25 The Example of Student’s Worksheet with High Sore of Writing Narrative

Text from Pre-Test of Control Class

220

APPENDIX 26 The Example of Student’s Worksheet with Low Score of Writing Narrative

Text from Pre-Test of Control Class

221

APPENDIX 27

The Result of Inter-rater Reliability

Correlations

Rater 1

Pretest

Experimental

Rater 2 Pretest

Experimental

Rater 1

Pretest

Experimen

tal

Pearson

Correlation

1 .998**


N 40 40

Rater 2

Pretest

Experimen

tal

Pearson

Correlation

.998**

1


N 40 40


Correlations

Rater 1

Posttest

Experimental

Rater 2

Posttest

Experimental

Rater 1 Posttest

Experimental

Pearson

Correlation

1 .985**


N 40 40

Rater 2 Posttest

Experimental

Pearson

Correlation

.985**

1


N 40 40


Correlations

Rater 1

Pretest

Control

Rater 2

Pretest

Control

Rater 1 Pretest

Control

Pearson

Correlation

1 .973**


N 40 40

Rater 2 Pretest

Control

Pearson

Correlation

.973**

1


N 40 40


222

Correlations

Rater 1

Posttest

Control

Rater 2

Posttest

Control

Rater 1 Posttest

Control

Pearson

Correlation

1 .919**


N 40 40

Rater 2 Posttest

Control

Pearson

Correlation

.919**

1


N 40 40


223

APPENDIX 28

Official Letters

Letter of Permission to Conduct a Research

224

Letter of Approval for the Examination I

225

Letter of Approval from the Supervisor after Examination I

226

227

1

1

2

4

6

THESIS By Rizkia Ulfah 21170140000024

Documents