Tesis

Enhancing efl learners’ writing skills through blog assisted language learning (ball) / Silvia Nurmila Sari

Abstrak
Among the four skills in language learning writing is found to be one of the most challenging skills to be mastered by EFL learners. In academic settings students are often expected to produce well-structured essays reports and reflections making writing an essential yet difficult skill to develop. This challenge is further reflected in the results of a preliminary study which found that students encountered several difficulties in writing. Based on the results of the preliminary study the issues that students faced during writing were when they should generate their ideas use a variety of vocabulary and implement correct sentence structures in their writing. EFL teachers are still trying to find suitable strategies to overcome the problems that occur in the English classroom. One of the alternatives to overcome this issue is Blog-Assisted Language Learning. This study aims to investigate the implementation of Blog Assisted Language Learning (BALL) in improving EFL Learners rsquo writing performance. This study was conducted using Collaborative Classroom Action Research in one cycle consisting of 5 meetings where the researcher acted as an observer and the teacher acted as a practitioner. The study took place over five meetings at a vocational school in Blitar with 18 students participating. The implementation of BALL involved Blog-Assisted Language Learning which incorporated the process-based writing. The writing process consisted of five steps pre-writing drafting revising editing and publishing. Data were collected through an observation checklist writing tests and questionnaires. The gathered data was then compared to the criteria of success determined in the planning stage. The criteria of success for the implementation of BALL were if (1) all students increased 10 points from the preliminary score and in or above 80 (2) 75% of the students participate actively and give positive respond toward the implementation of Blog Assisted Language Learning. Therefore the implementation of BALL is considered successful if both criteria are met. The findings revealed that Blog Assisted Language Learning was proven to be able to improve students rsquo writing performance. First based on the results of the observation checklist it was indicated that 88% of the students were positively engaged in the teaching and learning activity during the implementation of Blog-Assisted Language Learning. Second the results of the writing tests revealed that students rsquo writing scores increased by 10 points from the preliminary score or above 80 which means that all the students have passed the criteria of success. There were two criteria of success in the writing tests since the students results of preliminary study showed significant variation and considerable gaps in the performance. Third based on the results of the questionnaires all students showed positive attitudes towards the implementation of BALL. Furthermore they claimed that they were happy with the implementation of Blog Assisted Language Learning in learning writing. They also believed that they improved their writing skills in the aspects of content organization vocabulary language use and mechanics. The significant increase in their scores was mainly because they received the feedback after writing each paragraph. The blog also enhanced students motivation as it was perceived as a new medium for writing. The students became more aware that their drafts would be publicly accessible which encouraged them to put more effort into their work. In conclusion the students writing performance improved primarily due to the use of blogs as a writing medium the provision of regular feedback the implementation of process-based writing and increased student engagement in the learning process. These factors contributed to a heightened sense of responsibility and motivation among the students. As a result students put more effort into producing high-quality writing knowing that their work would be read by others not just their teacher. As this study was done by using classroom action research in only one class the outcome of this study may vary if it is conducted in a different environment and with different participants. Thus it is suggested that other researchers conduct further research in diverse settings that involve a bigger population in other age groups.

Informasi Detail

DDC

Rt 421.078 SAR e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xii, 66 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00380/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MENULIS - MEDIA PEMBELAJARAN
2. BOLG ASSISTED LANGUAGE LEARNING BALL
3. ENGLISH - WRITING - LEARNING MEDIA

Pembimbing

1. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d; 2. Dr. Suharyadi, S.pd, M.pd

Lampiran Berkas