Yunani Atmanegara and Ira Irzawati-Tridinanti University Palembang Modern Technology Devices in EFL Teaching 1337 95

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PREFACE

The present volume contains selected papers of the 2nd Sriwijaya University Learning and Education-International Conference (SULE-IC) held on October 7th-9th, 2016 in Palembang, South Sumatera, Indonesia. The conference, which was organized by the Faculty of Teacher Training and Education, Sriwijaya University has accepted more than 160 abstracts. After an initial review of the submitted abstracts, 110 papers were presented at the conference. Finally, after a rigorous review process, 93 papers were accepted for publication in the 2nd SULE-IC Proceedings.

This conference focuses on an overarching theme of “Improving the Quality of Education for Strengthening the Global Competitiveness.” The topics that are covered in this theme include (1) improving the educational services to learners of underprivileged families; (2) utilizing the educational technologies in learning; (3) strengthening the role of counsellors in education; (4) increasing the competence of language education and/or arts and literature teaching in global context; (5) increasing the role of the social sciences-humanities education in the development of multicultural consciousness; (6) improving the quality of mathematics and science teaching and learning process; (7) improving the development of qualified preschool and primary education, improving the quality of accountable management education through the development of school- based management; (8) enhancing the development of vocational education to meet the global labour market; and (9) civilizing healthy lifestyle and coaching outstanding athletes.

Reviewing papers of the 2nd SULE-IC 2016 was a challenging process that relies on the goodwill of those people involved in the field. We were assisted by 12 reviewers from related fields to review papers for the presentation and the publication in the 2nd SULE-IC Proceedings. The published papers have passed the process of the reviewers’ comments who have guided any necessary improvement.

Finally, we would like to thank to all of the proceedings team who have dedicated their constant support and countless time to bring these scratches into a book. The 2nd SULE-IC 2016 proceedings is a credit to a large group of people, and everyone should be proud of the outcome.

Palembang, September 2016 Chairman of the committee,

Dr. Rita Inderawati, M.Pd.

PROCEEDINGS

The 2nd Sriwijaya University Learning and Education International Conference held by Faculty of Teacher Training and Education Sriwijaya University , October 7th-9th, 2016

This paper has been presented at the 2nd SULE-IC “Improving the Quality of Education for Strengthening the Global Competitiveness”

Editor Board: 1. Prof. Dr. Ratu Ilma Indra Putri, M.Si. (Sriwijaya University, Indonesia) 2. Kathy Cabe Trundle, Ph.D. (North Caroline State University, USA) 3. Dr. L. M. (Michiel) Doorman (Utrecht University, Netherlands) 4. Prof. Dr. Amal Abdel Fatah Suwaidan (Cairo University, Egypt) 5. Beryl Exley, Ph.D. (Queensland University of Technology, Australia) 6. Eiji Fujita, Ph.D. (Kochi University, Japan) 7. Soni Mirizon, M.A., Ed.D. (Sriwijaya University, Indonesia) 8. Dra. Umi Chotimah, M.Pd., Ph. D. (Sriwijaya University, Indonesia) 9. Fiftinova, S.Pd., M.Pd. (Sriwijaya University, Indonesia) 10. Edi Setiyo, S.Pd, M.Pd.T. (Sriwijaya University, Indonesia) 11. Dr. Ketang Wiyono, M.Pd. (Sriwijaya University, Indonesia) 12. Puji Astuti, S.Pd., M.Sc. (Sriwijaya University, Indonesia)

Faculty of Teacher Training and Education, Sriwijaya University, Palembang, South Sumatra, Indonesia 2016

Table of Content

Page Preface i Table of Content iii

No. Paper Title Page KEYNOTE PAPERS Integrating the Arts into Science Teaching and Learning 1 1. By: Kathy Cabe Trundle-North Carolina State University, USA Design-Based Research in Mathematics Education 21 2. By: Michiel Doorman-Utrecht University, Netherlands The Employment of the Technological Innovations in the Educational 47 3. Process By: Amal Abdel Fattah Ahmad-Cairo University, Egypt Indonesian Education, Pisa Scores and 3 Reading Strategies that 65 4. Work By: Beryl Exley-Queensland University of Technology, Australia How Can History Learning Contribute to Citizenship Education in 83 5. Dual Subjects System? - Case Japan - By: Eiji Fujita-Kochi University, Japan Constructing A Standardized Test 97 6. By: Sofendi, Sriwijaya University, Indonesia

PARALLEL PAPERS Success in Learning English: The Students’ Definition 107 7. By: Agus Wahyudi-Sriwijaya University The Correlation between the Students’ Reading Habit and Reading 115 Compehension Achievement of 12th Grade Students of MA. PP. 8. Qodratullah Langkan By. Agus Wahyudi-STIKA Bina Husada Palembang English Teaching Implementation in Indonesian Pesantrens: 129 Teachers’ Demotivation Factors 9. By: Akhmad Habibi, Muhammad Sofwan, and Amirul Mukminin-Jambi University Folklores From South Sumatera in English: Media to Introduce 145 10. Indonesian Culture to International World By: Armilia Sari-Sriwijaya University

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The Awareness of ICT Use for Teaching and Learning Process 157 11. Effectively By: Asti Gumartifa-Muhammadiyah University Palembang Curriculum of Multicultural Education in Local History 173 12. By: Aulia Novemy Dhita Surbakti-Sriwijaya University Teacher Creativity in The Classroom Management 185 13. By: Azizah Husin-Sriwijaya Universit Optimalization of Interpersonal Intelligence of Early Childhood in 195 Integrated State PAUD (Early Childhood Education) in Kutai Timur 14. Regency By: Budi Rahardjo and Marhaedah-Mulawarman University The Comparison of Using Jumble Words and Word Order Techniques 211 15. Toward Students’ Grammar Mastery By: Bungsudi and Eva Faliyanti-Muhammdiayah University Metro Using Double Entry Journals to Improve Reading Comprehension and 221 Descriptive Writing Achievements 16. By: Dian Khairani, Ismail Petrus, and Dinar Sitinjak-SMPN 1 Indralaya Utara Linguistically Intercultural Problems in Learning English as a Global 243 17. Lingua Franca (EGLF) By: Diemroh Ihsan-Sriwijaya University Improvement of Diesel Motor Technology Learning Activities through 265 18. Cooperative Learning By: Edi Setiyo-Sriwijaya University Improving Social Sensitivity in Society With Internalization Value of 269 19. Multicultural Education By: Edwin Nurdiansyah-Sriwijaya University The Correlations among Students Perceptions of Classroom 285 Environment, Motivation in Learning English and Their English Achievement of the Eleventh Grade Students of State Senior High 20. Schools in Indralaya By: Elma Fathmawati, Machdalena Vianty, and Rita Hayati-Sriwijaya University

The Influence of Listening Anxiety to Listening Comprehension of 305 21. English Education Study Program Students of Sriwijaya University By: Erlina, Rita Inderawati, Rita Hayati-Sriwijaya University The Development of Teaching Materials Interactive Multimedia-Based 317 on Chemical Bonding for Students of Grade X at Sekolah Menengah 22. Atas Negeri 1 Indralaya Utara By: F. Eka Safitri, Fuad Abd. Rachman, and Hartono-Sriwijaya University Fabrics in Palembang Community Life 327 23. By: Farida and Rosmaida Sinaga-Sriwijaya University Recognizing Ethnomathematics in Wau Kite And Corak-Ragi of 337 Tenun Melayu From Kepulauan Riau Province and Using its 24. Potentials towards Learning of School Mathematics By: Febrian-Maritime University of Raja Ali Haji How to Teach Writing in Literature Class through Genre-Based 359 25. Approach By: Fiftinova-Sriwijaya University Using Multifunctional Folklore Card with Idea-Details to Enhance 385 Narrative Writing Achievement 26. By: Fitriah Tasykirah, Rita Inderawati, Diemroh Ihsan-Sriwijaya University Development of Instructional Materials Based Local Wisdom in Social 395 Studies 27. By: Fitriyanti, Emil L. Faisal, Sani Safitri, and Eriawaty-Sriwijaya University Multimedia-Assisted Direct Instruction Learning Model on Structures 409 28. and Functions of Plants Tissue By: Hafnati Rahmatan and Rosmalina-Syiah Kuala University Improving Eighth Graders’ Functional Reading Achievement through 419 29. Collaborative Strategic Reading (CSR) By: Hafsah Rizqiyah, Machdalena Vianty, and Erlina-Sriwijaya University An Analyisis of the Relationships among Religiousity, Motivation, and 435 English Competence of the Students of English Study Program, 30. Faculty of Teacher Training and Education, Sriwijaya University By: Hariswan Putera Jaya-Sriwijaya University

Teaching Reading by Using Tea Party Strategy to the Eighth Grade 451 31. Students By: Haritsah Sani and Eko Saputra-Sriwijaya University Accomplishment of Adolescent Developmental Tasks of Tenth Grade 461 32. Student of Public Senior High School 3 at Tanjung Raja By: Harlina and Melisa Karlyn Putri-Sriwijaya University Multimedia Development on Sports Health Subject for Third Semester 469 33. Students of Penjaskes FKIP Unsri By: Hartati, Destriana, and Silvi Aryanti-Sriwijaya University Geometric Communication Skills Profile of MTS Students in Content 485 34. Lines and Angles By: Hartatiana-Education University of Indonesia Development of Interactive Multimedia Based Multiple Intelligence on 493 35. the Sound Waves for Students of Class XII Senior High School By: Helsy Dinafitri, Ketang Wiyono, Abidin Pasaribu-Sriwijaya University Correlation Analysis among Foreign Language Anxiety, Reading 509 Anxiety, and Reading Achievement of Students of Public Health 36. Faculty of Sriwijaya University By: Hesti Wahyuni Anggraini-Sriwijaya University Developing Character Based Interactive Learning Media to Facilitate 523 Student’s Self-Learning of Capita Selecta Mathematics (A Research on Mathematical Critical and Creative Thinking Skills of Mathematics 37. Departement Student of Teacher Training and Education Faculty of Siliwangi University in Tasikmalaya By: Hetty Patmawati, Nani Ratnaningsih, Redi Hermanto-Siliwangi University Subtle Language of Palembang (Bebaso): Local Language 533 38. Preservation of Extinction through Preparing Dictionary By: Houtman dan Juaidah Agustina-PGRI University Preparing 21st Century Students: World Literature+Project-Based 557 39. Learning+ICT Use in Class

By: Ida Rosmalina—Sriwijaya University Using Draw Label Caption (DLC) Strategy to Improve Narrative 575 Writing Achievement of the Eleventh Grade Students of MAN 40. Sakatiga Indralaya By: Intifadhah, Rita Inderawati, and Hariswan Putera Jaya-Sriwijaya University

Using RPG Video Games to Improve English Vocabulary 595 41. Achievement of the 8th Graders of SMP LTI IGM Palembang By: Irfan, Diemroh Ihsan, and Ismail Petrus-Sriwijaya University Aerobic Endurance (Vo2Max) Level of Physical Education COED in 611 42. Sriwijaya University By: Iyakrus-Sriwijaya University Enhancing the Tenth Graders’ Reading Comprehension Achievement 623 through K-W-L Strategy with Twin-Text at Senior High School in 43. Palembang By: Josi Eka pantara Perdana, Sonimirizon, and Zuraida-Sriwijaya University Development of Student Worksheets (LKS) Based Learning Cycle 5e 637 44. on Main Material Elasticity and Hooke’s Law Class X High School By: Kurnia Putri Lahmita, Sardianto, and Apit-Sriwijaya University Code Switching Used in the English Teaching and Learning Process in 649 the Faculty of Teacher Training and Education at Sriwijaya 45. University By: Lingga Agustina Suganda and Zuraida-Sriwijaya University Should English-Only Method be Applied in EFL Classes? 669 46. By: Maria Puspa Sari-Akamigas Polytechnic Palembang Teachers’ Demotivation in English Language Teaching: Causes and 677 47. Solutions By: Merie Agustiani-Baturaja University Reader’s Theater: A Solution to Improve Reading Fluency and 687 48. Reading Comprehension Achievements of EFL Students By: Meutia Rachmatia-KoBER Creative Institute Lampung The Implementation of Student Worksheet Model in Assessing 705 Teacher Quality Based on Curriculum 2013 49. By: Mia Nurkanti, Yusuf Ibrahim, and Cita Tresnawati-Pasundan University Life Table and Life Cycle Graphiumevemon (Lepidoptera: 719 Papilionidae) on Soursop (Annona Muricatal.) 50. By: Mimi Halimah, Yayan Sanjaya, Nia Nurdiani, and Cita Tresnawati- Pasundan University

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The Illocutionary Act of Islamic Video Entitled “The Meaning of Life” 731 By Talk Islam 51. By: Muhammad Fatkhu Arifin and Fitri Palupi-Muhammadiyah University Metro The Decline of Melayu Language in Patani 739 52. By: Muhammadsurtan Au-Sen- Thailand Prince of Songkla University The Correlation between Interest in Listening to English Songs and 745 English Pronunciation of the Students of English Education Study 53. Program, Sriwijaya University Indralaya By: Muttaqin, Muslih Hambali, and Rita Hayati-Sriwijaya University Scientific Approach-Based of Interactive Learning Media to Improve 759 Mathematical Thinking Skill and Self-Regulated Learning 54. By: Nani Ratnaningsih, Edi Hidayat, and R. Reza El Akbar-Siliwangi University Using Talking Chips Technique to Improve Speaking Achievement of 769 11th Graders of One Senior High School in Indralaya Utara 55. By: Nanik Purwasih, Machdalena Vianty, and Margaretha Dinar Sitinjak- Sriwijaya University Improving the Eleventh Grade Students’ Reading Expository Text 791 Achievement by Using Critical Reading Strategy at SMA Plus Negeri 4 56. OKU By: Novarita-Baturaja University Using Games to Enhance Speaking Performance of the Seventh Grade 807 57. Students of SMP Negeri 43 Palembang By: Novia Rabbani-Sriwijaya University Designing a Didactical Situation on Symbol Sense of Minus Sign in 821 58. Learning Arithmetic Operation of Integer By: Nyiayu Fahriza Fuadiah-Education University of Indonesia The Correlation between Students Grammar Mastery and Their 835 59. Ability in Arranging Jumbled Words into Good Sentences By: Okta Mahendra and Fenny Thresia-Muhammadiyah University Metro The Development Natural Sciences Based Adobe Flash Cs3 With the 851 Topic System of Coordination and the Senses in Humans in Ninth 60. Grade Junior High School By: Pepi Mirdayanti, Try Susanti, and Vandri Ahmad Isnaini-Institute for Islamic StudiesSulthan Thaha Syaifuddin

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Developing ICT-Based Teaching Materials of English for Mathematics 863 61. Course By: Puji Astuti and Yusuf Hartono-Sriwijaya University The Development of Algebra Question Book for High School 879 62. Mathematics Olympiad Training By: Puteri Aprilianti, Somakim, and Yusuf Hartono-Sriwijaya University Analyses of Students’ Answers toward Solving Pisa Like Test with 887 Indonesian Contexts in Physics Education of Faculty Teacher Training 63. and Education Sriwijaya University By: Rahmi Susanti, Ismet, and Hartono-Sriwijaya University The Use of Visual Response Symbol to Improve Students Speaking 901 Fluency in Summarizing Reading Texts of Intermediate 3 Class in LB 64. LIA Palembang By: Raty Rusmiana-Sriwijaya University Prespective of Theory of Didactical Situation toward the Learning 911 65. Obstacle in Learning Mathematics By: Refi Elfira Yuliani-Muhammadiyah University Palembang Strategy Project Based Learning (Pjbl) Improving Skills of Students in 929 66. Learning for the 21st Century Learning Media Course By: Reny Dwi Riastuti-STKIP PGRI Lubuk Linggau The Implementation of Educational Technology in Learning Process 937 67. By: Rina Oktafia Putri-STKIP PGRI Lubuk Linggau Using Multifunctional Folklore Card to Enhance Narrative Reading 947 Achievement of the Tenth Graders 68. By: Riska Bella, Rita Inderawati, and Machdalena Vianty-Sriwijaya University Correlation Between Self-Regulated Learning and Academic 965 Achievement of Chemistry Education Students of FKIP Sriwijaya 69. University By: Rodi Edi-Sriwijaya University Teachers’ Problems and Solutions in Assessing Students’ Writing in 977 Senior High School Level: Authentic Assessment or Traditional 70. Assessment By: Ronauli Sihombing-Citra Cemara School Bandung

Study Case of Tematik Learning in Kindergarten Children Ages 4-6 993 Years with Scientific Approach in Kindergarten Kartika IV 71. Palembang By: Rukiyah-Sriwijaya University The Learning Model Analogy in Improving the Multicultural Writing 1007 72. Creativity By: Sakdiah Wati-Muhammadiyah University Palembang The Effect of Graphic Organizers, Guided Writing Strategies, and 1029 Reading Levels on the Writing Achievement of the Fourth Semester 73. Students of PGMI Program at IAIN Raden Intan Lampung By: Septy Anggrainy, Chuzaimah D. Diem, Machdalena Vianty, and Bastian Sugandi-IAIN Raden Intan Bandar Lampung The Comparison of Using Keyword and Root Word Analysis Methods 1053 74. towards Students Vocabulary Mastery By: Setia Rahayu-Muhammadiyah University Metro Comparative Study Between Learning Outcomes Student Using Model 1067 Expository and Cooperative Learning Course in the Development of 75. Learners By: Setya Wahyuningsih, and Tetty Fatimah Ts-Siliwangi University Tasikmalaya The Role of Graded Reading Materials in Teaching Reading of EFL 1075 76. Learners By: Shella Monica-Sriwijaya University Teacher Professional Development through English Teacher Working 1087 77. Group (MGMP) By: Silfi Sanda-SMAN 4 OKU Supporting the Students’ Understanding of Percent By Using Grid 10 1095 X 10 78. By: Siska Ningsih, Ratu Ilma Indra Putri, and Ely Susanti-Sriwijaya University 4-To-5-Year Old Children Speaking Ability through Constructive Play 1107 79. with Peer Group at BON Thorif Kindergarten in Palembang By: Sri Sumarni-Sriwijaya University The Effect of Improving Quality of Sports Physiology 1119 80. By: Sukirno-Sriwijaya University

Learning Process of Biology through the Guided Discovery Learning 1141 Based on Local Excellence on the Subconcept of Eubacteria Role in 81. Life By: Suratmi, Rida Oktorida, Khastini, and Nur Lali Fauziyah-Sriwijaya University Developing Islamic-Based Reading Materials For The Tenth Graders 1155 of Ma Nurul Huda Kasmaran of Babat Toman 82. By: Susilawati, Tahrun, and Rita Inderawati-SMAN 1 Lawang Wetan Kab. Muba The Enhancements of Numeracy Through the Flavell’s Principal in 1179 The Cognitive‘s Development for the Children in TK B Srijaya KM 83. 5,5 Palembang By: Syafdaningsih-Sriwijaya University Developing of Conceptual Change Texts (CCTs) Based on Conceptual 1191 Change Model to Increase Students’ Conceptual Understanding and 84. Remediate Misconceptions Inkinematics By: Syuhendri-Sriwijaya University Improving Reading Comprehension and Speaking Achievements of 1207 the Eighth Graders of SMP Negeri 18 Palembang through Shared 85. Reading Strategy By: Tiray Febria zananda-Sriwijaya University Implementation of Character Education Local Wisdom Charged in 1229 86. Basic Education Level In South Sumatra By: Umi Chotimah-Sriwijaya University The Effects of QAR Strategy, Data Chart Strategy, and Critical 1247 Thinking on Reading Comprehension Achievement of the Tenth 87. Grade Students of SMK Nurul Iman Palembang By: Uswatun Toiyibah-Baturaja University Functioning Local Culture in EFL Readings 1257 88. By: Utami Kusama Ningtyas-Sriwijaya University Decision-Making In Solving Math Problems on Elementary School 1267 89. Students By: Vina Amilia Suganda M-Sriwijaya University The Effectiveness of Poe (Predict-Observe-Explain) Based Teaching 1279 Strategy in Improving Students’ Conceptual Understanding on Heat 90. and Temperature in SMAN 9 Palembang By: Violanti Anarky. Syuhendri, and Hamdi Akhsan-Sriwijaya University

Analysis Rubrics Construction of Science Content Thematic Books 1289 91. Grade VI By: Wisnu juli Wiono-Global Surya Elementary School Bandar Lampung Development Blended E-Learning Strategy to Improve Preservice 1301 92. Biology Teachers Professional Education Skill By: Yenny Anwar-Sriwijaya University Integrating Nursing Context and Technology Usage for English 1313 93. Speaking Empowerment By: Yohanes Heri Pranoto-Musi Charitas Chatolic University Palembang Fostering Students’ Writing Achievement Through Weblog 1325 94. By: Yunani Atmanegara and Ira Irzawati-Tridinanti University Palembang Modern Technology Devices in EFL Teaching 1337 95. By: Yunda Lestari-Baturaja University Users Responses of the Authentic Assessment Instrument Developed to 1351 Assess Problem-Solving Skills of Prospective Biology Teachers in Field 96. Practice Activities By: Yusuf Ibrahim, Cartono, Cita Tresnawati, and Nia Nurdiani-Pasundan University Analysis of Impact From Teacher Certification 1365 97. By: Yuyun Elizabeth Patras, Rais Hidayat, and Amiratul Hasanah-Pakuan University Perception and Needs Analysis of Development Poem Teaching 1381 98. Materials Based on Local Wisdom By: Zahra Alwi-Sriwijaya University Abdul Latif: The Forgotten Merchant of the Western Coast of 1401 99. Sumatra By: Zusneli Zubir-BPNB West Sumatra

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FOSTERING STUDENTS’ WRITING ACHIEVEMENT THROUGH WEBLOG

YUNANI ATMANEGARA & IRA IRZAWATI

English Education Study Program Tridinanti University, Palembang1) Musi Charitas CatholicUniversity, Palembang2) e-mail: [email protected]

Abstract

To support students’ academic success, it is essential to equip them with good ability in writing. However, most of students encounter some problems in writing since writing involves essential, constructive, and complicated process. There are several ways to facilitate students to develop their writing. Due to many students inherent interest in technological things, thus implementing an online tool can be an alternative way to foster students’ writing achievement. One of the choices is using weblog. As many studies revealed that weblog could enhance students’ writing skills. Therefore, this study integrated weblog into students learning activities. Furthermore, it involved forty eleventh grade students that divided into two groups; experimental and control groups. At the end of the study, the students in experimental group gained better writing achievement than those who were in control group. It points out that learning through weblog could help students to enhance their writing achievement.

Keywords: writing achievement, weblog, online tool

1. Introduction Writing is a necessary skill for students’ success in learning. This skill has to be possessed by students because it is an academic success predictor and basic requirement for participation in social and global life (Graham & Perin, 2007). However, most of students encounter some problems in writing since writing involves essential, constructive, and complicated process. Moreover, writing is regarded as a difficult skill in learning English and students who lack writing skills are de-motivated to write in English. Furthermore, Tuan (2010) asserts that in theEFL classroom, numerous students occasionally cannot accomplish their tasks as they don’t have any ideas to write but they tend to be forced to finish their writing tasks within a certain length of time. Dealing with writing problems, Mettaningrum, Dantes, and Suarnajaya (2013) point out that ideas organization and language structure are the most common problems that can be found in students’ writing. Furthermore, students

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Yunani Atmanegara, Fostering Students’ Writing… also have problems in developing their ideas, expressing their feeling, and stating their opinions. Additionally, insufficient exposure to English also contributes to students’ poor performance in English writing skill. As the result, many nonstandard sentences commonly appear in most of Indonesian students’ scientific writing as they are affected by local languages and various forms of other nonstandard language usage (Kholiq & Ningsih, 2011). In addition, Chen (2002) mentions four major problems faced by EFL students in writing. First, lack of vocabulary contributes to difficulty in writing the ideas properly. Second, difficulty in generating ideas make students frustrated in developing ideas and providing supporting details in writing a paragraph. Third, grammatical errors include mistakes in tenses, parts of speech, and subject-verb agreement. Forth, problem with mechanics includes punctuation, capitalization and spelling. Considering the problems above, teachers have to do some efforts to develop their students’ writing skill. Computer-assisted instruction and interactive media technologies can be used in EFL classroom. As a large number of recent researches revealed that technology yield positive outcomes for educational purposes especially dealing with increasing motivation, facilitating active learning, providing efficient resources, and giving better access to information (Kizil, 2011). Moreover, implementing an online tool can be an alternative way to foster students’ writing achievement due to many students inherent interest in technological things. One of the choices is by using weblog. Many studies (Murray & Hourigan, 2008; Klages & Clark, 2009; Palombo, 2011) found out that weblog could enhance students’ writing skills. Weblog is a medium of learning in which the students can post and comment their writing tasks on it. This medium is becoming increasingly popular to be used in process writing approach since it can optimize students’ participation and maximize their level of motivation to write in English. In addition, teachers can systematically monitor students’ writing skills (Sampath & Zalipour, 2009). For those reasons, this study used weblog to foster students’ writing achievements.

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2. Theoretical Background 2.1 Technology in EFL Learning In recent years, the use of technology has become an essential element in foreign language learning. The integration of technology into teaching and learning process can increase student involvement into meaningful and deep understanding about language studied. Frank, Golonka, Bowles, Becker, Freynick and Richardson (2008, p.1) conclude that there are five primary functions of technology use in foreign language learning and teaching. They are: (1) Organization; Technology enables learners and teachers to organize learning and instruction outside of the classroom, and it enables learners to reflect on and take control of their own learning. (2) Input; Technology expands access to a broader range of rich target language input than is available in the classroom and/or provided by the curriculum, and it creates opportunities to individualize input. (3) Output and interaction; Technology expands opportunities for learners to create their own output and to interact synchronously or asynchronously with native speakers and more proficient peers outside of the classroom. (4) Feedback; Technology creates opportunities to give and receive individualized, maximally effective feedback. And (5) Collaboration; Technology enables collaborative, social learning synchronously or asynchronously outside of the classroom. Furthermore, Moqbel and Rao (2013) state that the use of technology along with its various tools (like computer with the help of multimedia and internet) engages EFL learners in motivating and enjoyable learning environment as they have more opportunities and exposure to practice and to learn English and its culture. In addition, technology helps EFL learners to get realistic and authentic resources (Al-Maini, 2011). Therefore, they can be exposed to learning materials and activities that are relevant to the real situation of target language. Within such an approach, this condition is potential to experience them to have comprehensible input from those resources. However, lack of skill and competence to use technology in the classroom becomes the main reason for not integrating this learning tool in EFL teaching and learning process(Abrami, 2001). Besides, Dashtestani (2012, p.62) findssome

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Yunani Atmanegara, Fostering Students’ Writing… barriers to the implementation of technology (CALL) in EFL courses: (1) lack of technology-based facilities, (2) low availability of computers in EFL courses, (3) lack of educational authorities’ support to include CALL, (4) low levels of teachers’ and students’ computer literacy, (5) lack of EFL teachers’ CALL methodological knowledge, and (6) teachers’ lack of knowledge and intervention in producing CALL materials. Therefore, those technical and practical problems must be taken into consideration before technology is implemented in EFL learning process.

2.2 Overview of Weblog A weblog comes from two-word phrase Web log. This two-word phrase was compressed into a single word, Weblog, and subsequently shortened to blog. Weblog is an effective communication medium that is more structured than an e- mail list and more focused than a discussion board (Bull, Bull, & Kajder, 2003). It refers to an online journal posted on the web that consists of a series of entries (text, audio, video, images, and files) arranged in chronological order, often updated frequently with new information about particular topics. The information can be written by the site owner, gleaned from other websites or other sources, or contributed by other blog users. It can be used to share information with the public or with only a selected group of individuals. Moreover, weblog also has interactive features which allow readers to directly publish comments about the posts on the blog. In addition, the writers of weblog (called webloggers) can embed some links of references that have been used in completing their posts. Those embedded links serve as online resources that are useful not only for webloggers themselves but also for readers. Webloggers can save the used references on each post while readers can directly go to the source just by clicking the links given. Furthermore, based on the purpose of this study, this feature is also useful for teacher to monitor students’ writings.

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2.3 The Effects of Weblog on Students’ Writing A survey conducted by Blackstone, Spiri, and Naganuma (2007) indicate that students perceived various blogging activities positively. They were motivated to improve their blog posts in content and organization and correct their careless mistakes as their writings were posted online and could be accessed and read by the classmates, the teacher, and anyone around the world with an internet connection. In addition, Zhang (2009) states that blog can be considered as an effective medium to improve students’ writing for some reasons; 1. It facilitates students to foster their critical thinking by encouraging them to evaluate their writing. 2. It provides students more examples, thus they can learn better. 3. It affects the quality of students’ writing as students can learn from the feedbacks received. 4. It creates meaningful learning for students since they can explore other blogs and links to learn about many things. 5. It gives students purpose for writing by increasing students’ interest and ownership in learning. 6. It motivates students to write especially for those who want to give impact and gain responses from audience. In spite of the various benefits promoted by weblog, it is necessary to note that the integration of web based tool doesn’t automatically make the students learn and improve their language skills. Therefore, the involvement of teacher is very essential to control students’ interaction and provide effective intervention (Sun & Chang, 2012)

3. Method In conducting the study, the writers used quasi-experimental design in terms of pretest-posttest non equivalent group design. The population of this study was the eleventh grade students of a state senior high school in Palembang with the total number of the population was 344 students. Forty students were selected as the sample of this study by using purposive sampling technique. They were divided into two groups; experimental and control group. Each group consisted of twenty students. The writers administered writing test in form of composing a paragraph of report text before and after giving treatment to assess students’ writing

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Yunani Atmanegara, Fostering Students’ Writing… achievement. The test was valid and reliable since it was adjusted to the school curriculum and checked by two raters. The results of the test were analyzed by using paired and independent sample t-tests. In addition, observation was conducted to obtain clear information about the students’ writing progress. The objects of the observation were students’ posts on their blogs. The writers observed three blog posts of the students (in the beginning, middle, and final meetings). During the treatment, teaching learning activities in experiment group were conducted through following certain steps namely; (1) Teacher introduced the topic of the meeting, (2) Teacher and students visited class blog, (3) Teacher and students browsed and read selected materials (report text) from the links embedded on class blog, (4) Teacher read one post from class blog about certain topic in each meeting while explaining about aspects of writing, (5) Teacher asked students to brainstorm or get the ideas about the same topic (students may browse other sources related to the topic), (6) Students wrote a paragraph of report text related to the topic with group/peer/individually (drafting process), (7) Students posted their first writing draft on their blog, (8) Students gave comments on each others works (responding process), (9) Students did self-editing on their works (revising and editing process), (10) Students published their revision or final draft in the comment column of class bog (post-writing), and (11) Teacher and students had small discussion about their works.

4. Results and Discussion There was a significant improvement in writing achieved by experiment group students. In detail, for seven aspects of writing, experiment group also showed significant improvement in all aspects with the order from the highest to lowest results as follows: 1) closing sentence (23%), 2) tone (16%), 3) opening sentence (14%), 4) supporting sentences (14%), 5) organization idea (13%), 6) vocabulary or word usage (11%), and 7) spelling, capitalization and punctuation (9%).But control group did not make any significant improvement in their writing. Moreover, only closing sentence improved while 6 aspects did not.

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Furthermore, there was significant difference of posttest and gain score between experiment and control group. The results of experiment and control groups’ scores were presented in Table 1.

Table 1

Mean Mean T-value T-value T-value PRETEST POSTTEST T-value diff diff and sig. and sig. and sig. and sig. pre pre between posttest of gain between VARIABLES and and pre and between between Mean Mean Mean Mean pre and post post post exp and exp and Exp Cont Exp Cont post exp exp cont cont control control within within within within

Writing (total) 49.97 49.12 79.20 53.35 29.22 4.22 14.838 1.627 11.739 7.671 0.000 0.120 0.000 0.000 a. Tone 51.88 51.88 84.38 53.13 32.50 1.25 13.175 0.490 11.650 8.810 0.000 0.629 0.000 0.000 b. Opening Sent 48.13 50.00 77.50 51.88 29.38 1.88 7.194 0.348 6.042 4.069 0.000 0.732 0.000 0.000 c. Supporting Sent 50.00 49.38 78.75 54.38 28.75 5.00 9.976 1.035 6.106 4.221 0.000 0.314 0.000 0.000 d. Concluding Sent 31.25 27.50 77.50 40.00 46.25 12.50 12.333 5.210 9.693 7.581 0.000 0.000 0.000 0.000 e. Organization Idea 55.00 51.88 81.88 54.38 26.88 2.50 8.459 0.777 10.252 5.389 0.000 0.447 0.000 0.000 f. Vocab/Word Use 53.75 52.50 75.63 57.50 21.88 5.00 7.315 1.405 7.623 3.630 0.000 0.176 0.000 0.001 g. Spell,capital,punct 59.38 60.63 78.75 62.50 19.38 1.88 6.049 0.471 5.151 3.425 0.000 0.643 0.000 0.001

In line with it, the results of observation revealed that there was progress in writing made by experiment group students. From the final observation, it could be identified that experiment group students made improvement in most of observation aspects. Over 50 % of the students were in excellent category especially in accession, organization, statement, and evaluation. Meanwhile, dealing with synthesis and creation, less than 50% of the students were in excellent category. The results of observation were showed in Table 2.

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Table 2

OBSERVATION 1 OBSERVATION 2 OBSERVATION 3 OBSERVATIO Excelle Goo Poo Faile Excelle Goo Poo Faile Excelle Goo Poo Faile N ASPECTS nt d r d nt d r d nt d r d 25 Statement 15% 55% 5% 15% 80% 5% - 55% 45% - - % 40 10 Accession 25% 35% - 25% 65% - 70% 30% - - % % 45 10 Evaluation 5% 50% - 10% 80% - 50% 50% - - % % 50 15 Organization 15% 35% - 10% 75% - 60% 40% - - % % 45 20 Synthesis 5% 45% 5% 5% 75% - 30% 65% 5% - % % 55 Creation 5% 40% - 5% 85% 5% 5% 40% 55% 5% - %

Based on the results above, it can be concluded that blogging is very effective to improve students’ writing skill. The result of this study is in agreement with many other studies which have similar results. Study conducted by Murray and Hourigan (2008) show that blogs could be easily integrated into a virtual EFL writing environment to improve students’ writing skills. Furthermore, Palombo (2011) explains that experiencing students by the use of blog in writing process improved students written products. In addition, a research conducted by Klages and Clark (2009) point out that integrating blogs into learning contributed to more effective writing. The improvements in all aspects of writing indicate that writing performance of the students in this study was getting better. In each meeting, students uploaded better posts on their blogs based on corrections from others in the previous posts. As the result, the quality of the content also improved. Vurdien (2011) states that writing through blog in EFL class can make the students become more careful in planning their tasks and error corrections before submitting their work. Besides, there were participation and interaction among students during commenting and revising phase. It makes learning atmosphere become interactive and collaborative.

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In detail, the order from the highest to the lowest improvement is as follows: 1) closing sentence, 2) tone, 3) opening sentence, 4) supporting sentences, 5) organization idea, 6) vocabulary or word usage, and 7) spelling, capitalization and punctuation. The results reveal that during writing process, students tended to be more focus on the content of their writing than mechanics like spelling, capitalization and punctuation. Furthermore, closing sentence was highly significant improved because most of the students did not include closing sentence in their writing pretest. They did not conclude their writing at all. It means that at the beginning of the study, students’ knowledge about writing aspects was still very poor. Having been taught about parts of a paragraph, they already knew about those aspects then applied them on their writing product. Thus, not only closing sentence but also opening sentence and supporting sentences gained high improvement. Besides, reading before writing really helped students in getting the ideas. Input from reading helped them to elaborate the ideas that would be expressed into written words. Moreover, they were able to produce the ideas in correct tone and good organization. Furthermore, low improvement in vocabulary aspect might be caused by online activities during teaching and learning process. As the students preferred to open online dictionary they easily found the meaning but quickly to forget it. At last, due to unawareness of good spelling, capitalization, and punctuation, therefore students gained lowest progress in this aspect. In conjunction with it, the data from observation also strengthen the results of students’ writing improvement. In terms of accession, online activities enabled students to obtain more appropriate information that support their writing process so that they were able to organize their writing using good statement. Furthermore, their friends’ feedbacks on their writing helped them to evaluate their compositions. Meanwhile, students’ lack of language proficiency caused them difficult to synthesize the ideas from online resources. Finally, students did not really concern with creation on their posts since their main focus was on their writing, 5. Conclusion and Remark

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Based on the results and interpretations, there was significantly different results in writing achievement between experiment and control group in which experiment gained significant improvement in all variables as well as their aspects. It is concluded that weblog was effective to improve writing achievement of EFL learners. However, it raises some important points that need to be suggested for further research. First, blogging for learning purpose in classroom is good especially in English language teaching as long as the facility and teacher’s guidance support learning process. Second, web based resources in EFL learning should be taken into account in this digitized learning era. At last, some obstacles still could not be avoided but it still could be anticipated. Therefore, teacher should be well prepared before integrating ICT into EFL learning.

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Kholiq, M & Ningsih, T. W. R. (2011). Literacy skills in the context of Indonesianiscourse in the field of scientific writing. Proceeding of Uzbek Indonesian Joint International Conference(pp. 27-31). Jakarta, Indonesia: Gunadarma University. Kizil, A. (2011) EFL teachers attitudes towards information and communication technologies (ICT). International Computer & Instructional Technologies Symposium. 1-7. Klages, M. A., & Clark, J. E. (2009). New worlds of errors and expectations: Basic writers and digital assumptions. Journal of Basic Writing, 28(1), 32-49. Mettaningrum, G., Dantes, & Suarnajaya. (2013). The effect of journal writing technique and students’ motivation toward writing achievement of the fourth semester students of English education department of Undiksha. E- Journal of Pascasarjana Undiksha, 1, 1-10. Moqbel, M. S. S., & Rao, L. V. P. (2013). Enhancing EFL teaching and learning through technology. International Journal of Social Science Tomorrow, 2(2), 1-9. Murray, L., & Hourigan, T. (2008). Blogs for specific purposes: Expressivist or Sociocognitivistapproach?. Recall-Hull Then Cambridge, 20(1), 82. Palombo, M. S. (2011). Teaching persuasive writing with a class blog: An exploratory study in an urban sixth grade classroom, ProQuest LLC, Ed.D. Dissertation, HarvardUniversity. Retrieved from http://www.editlib. org/p/ 128362/ Sampath, D. & Zalipour, A. (2009). The pedagogical potentials of weblog in developing students’ writing skills. Retrieved from http://conference.pixel- online.net/ICT4LL2010/common/download/Proceedings_pdf/IBL04- Sampath, Zalipour.pdf Sun, Y. C. & Chang, Y. J. (2012). Blogging to learn: Become EFL academic writers through collaborative dialogue. Language Learning Technolgy, 16(1), 43-61. Tuan, L. T. (2010). Enhancing EFL learners’ writing skill via journal writing. English Language Teaching,3(3), 81-88. Vurdien, R. (2011) Enhancing writing skills through blogging in an advanced English as a foreign language class in Spain. Computer Assisted Language Learning. 1–18. Zhang, D. (2009). The application of blog in English writing. Journal of Cambridge Studies, 4(1), 64-72.

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