Friday, September 16, 2011

BLOG AS A MEDIA FOR TEACHING FRIENDLY LETTER

BLOG AS A MEDIA FOR TEACHING FRIENDLY LETTER


CUNONG NUNUK SURAJA
AND
HENDRA ADITIYA


ENGLISH EDUCATION PROGRAM
TEACHING AND EDUCATION FACULTY
IBN KHALDUN UNIVERSITY BOGOR
2008
INTRODUCTION
A. Background of the Study
Improving writing would benefit someone in their life. It is used to send ones’ imagination enriching ideas, sharing the feeling and experience to other people as a useful tool for discovering and thinking (Barbara, 1985: 1). In other words, writing enables someone to transfer the information to other people. To improve students’ writing skills, the students must be given opportunities to write, in a variety of ways and contexts. Helping the students to improve their communication skills through writing a letter can help in developing the ability to write English (Little 2005: 75).
Writing is included in the curriculum but it makes boring to the students and it is often viewed by the students as the irrelevant persuasive, expository, narrative and reflective writing. All of these types of writing are effectively to use to communicate in the world.
Many teaching techniques or methods can be applied in teaching learning English. It must be chosen the best way in accordance with the situation and condition of the classroom. It is very useful for the students to express their ideas through writing. One technique which can be chosen is the friendly letter writing. This technique is enjoyable, simple, and effective in the teaching-learning process through writing it the students can communicate naturally. A friendly letter is a way of communicating between two people (sometimes more) who are usually well acquainted. There are many uses and reasons for writing a friendly letter, but usually it will consist of a personal topic.
The good news is technology can help us. Technology, used effectively, can help add the component of relevance to writing an authentic audience, collaboration, purpose, and student motivation. Technology is ever increasing part of the English language arts classroom. Today’s teachers are developing new and exciting means of integrating language, writing, and literature with innovative technologies. One of the techniques which could be effective to language learning and teaching through any internet services are considered as beneficial facilities to implement such learning are, it provide help for much more modern classroom, activities like, online learning (Blogs, Wikis, Podcasts, Chat, etc.) students are getting familiar with the internet. They could spend much time to, for example using blog. Because students are interested in using blog that the researcher made dissection to use blog a teaching media to language teaching functioning to improve their ability. As Richard stated that “different writers adapt to word processing in different ways” (1989:11). You need to experiment until you find some ways that seem suited to your own writing processes and intentions.
Blog is one technological tool that can help improve writing. To improve at anything, individuals need practice and feedback. They also need to be able to chart their progress, to compare their work and see improvement. With this in mind blog can be used by teachers as a formative assessment tool. Since blog is online there is the potential for feedback from inside the classroom as well as outside the classroom. Blog is a great way to get students motivated and hooked on writing.




B. Statement of the Problem
Based on the background of the study, the researcher intended to find out what is the effectiveness of teaching friendly letter writing by using blog to improve students’ writing?

C. Purpose of the Study
The purposes of writing this research is to identify whether teaching friendly letter writing by using blog is effective or not to be applied at the school.

D. Limitation of the Study
As researcher knows, there are many ways to teach friendly letter writing. But in this research, the researcher focuses on what is the effectiveness of teaching friendly letter writing by using blog to improve students’ writing.
E. Research Methodology
In this research, the researcher uses the qualitative method. The researcher wants to know the different improvement increased by the students after learning friendly letter writing by using blog. In this case, the researcher used the experiment method to answer the question.
1. Population and Sample
The population is the first grade students of senior high school as a sample the researcher took two classes consisting of 33 students at the experimental class and 33 students at the control class.
2. Instruments
In the research activity, research instrument is a means of collecting data that proposed to obtain information about the condition, ability and characteristics of the population to know the students’ attention and motivation in learning friendly letter writing by using blog.
The instruments of the study are:
a. Observation: to get information directly from school about the teaching friendly letter by using blog.
b. Post test: to find out the progress of writing ability of the students which were taught using blog in teaching friendly letter and find out the different result between the control class and experimental class.
c. Questionnaire: to know whether the students are interested in learning friendly letter by using blog.
F. Organization of the Paper
The paper divides into four chapters. Chapter One introduces about Background of the Study, Statement of the Problem, Purpose of the Study, Limitation of the Study, Research Methodology and Organization the Paper. Chapter Two consists of the Theoretical Foundation that explains method and techniques in teaching writing and how to use blog. Chapter Three is about Analysis and Research Findings through data interpretation. And Chapter Four contains Conclusions and Suggestion.

THEORETICAL FOUNDATION

A. Definition of Writing
Writing refers to two things: writing as a noun, the thing that is written, and writing as a verb, which designates the activity of writing. It refers to the inscription of characters on a medium, thereby forming words, and larger units of language, known as a text. It also refers to the creation of meaning and the information thereby generated. In that regard, linguistics (and related sciences) distinguishes between the written language and the spoken language. The significance of the medium by which meaning and information is conveyed is indicated by the distinction made in the arts and sciences. For example, while public speaking and poetry reading are both types of speech, the former is governed by the rules of rhetoric and the latter by poetics. Writing, then, is a means of communication that people must consciously learn. It is sported by Eric Gould Writing is a tool to communicate between writer and reader, by writing the writer can tell anything. The reader will get information, situation and many others” (1989:86). In writing people have to communicate without facial expression, gestures, or body English of many kinds. They have to speak with words and punctuation alone.
When people talk, they normally talk to someone who talks back, who raises questions, which lets people know whether or not they are making their self clear. But when people write, they work alone. James A. W Heffernan said that “writing is a solitary act” (1982: 5). Even if people are writing a letter to a friend, he or she will not suddenly materialize to prod or prompt people into speech, to help them fill in the gaps that so often occur when they try to tell a story or give an explanation off the top their head to write well, they have to anticipate the reaction of the reader writers cannot see and hear. Many people are intimidated by writing. Even so, there are times when writing is the best way to communicate, and often times the only way to get writer’s message across. John E. Lincoln stated that
”No one learns to write automatically. Writing cannot even a single letter of the alphabet without a conscious effort of mind and hand, and to get beyond the single letter, you must show how to form words, how to put words together into sentences, and now to punctuate those sentence” (1982 :34).

Writing does have one big advantage over speaking. It gives time to think, to try idea on paper, to choose words, to read what have written, to rethink, revise, and rearrange it, and most importantly, to consider its effect on a reader. Writing gives people time to find the best possible way of stating what they mean. And the more people study the craft of writing, the better they will use their writing more.

B. Writing Letter
There are definitions of letter: first writing is one who lets or permits; one who lets anything for hire. Second a mark or character used as the representative of a or an sound. Third articulation of the human organs of speech; a first element of written language. Fourth writing is an inscription, written or printed communication; a message expressed in intelligible characters on something adapted to conveyance, as paper, parchment, etc. And the last, writing is to impress with letters; to mark with letters or words; as a book gilt and lettered.
There are three basic kinds of letters: personal, social, and business. All letters contain four elements: the date, a salutation, the body of the letter, and the signature. In more formal letters, particularly business correspondence, a number of other features are added to this basic structure.
Letter writing is a skill that students are likely to need at some point in their lives, regardless of where they end up, whether writing an absence excuse to their children's teacher, writing a letter of complaint to a store, writing a letter to the editor of the local newspaper, or writing a letter of appreciation or a thank you note to someone who has made a difference in their lives, all students, at one point or another, will end up writing a letter.
Beyond the simple usefulness of the skill, letter writing makes a nice classroom assignment because it foregrounds issues of audience and the ways that audience affects tone, content, and style. Further, letter writing is a familiar kind of writing for most of our students unlike literary analysis, letters are something our students are likely to sit down and write on their own, with control a teacher in sight. These assignments involve writing letters or analyzing the letters that others have written.

C. Writing Friendly Letter
Writing Letters is a two week communication skills project. The flexibility of this project should allow teachers to focus on certain issues. This can shorten or lengthen the scope and sequence of the lessons. This is a fun and motivating process to teach and review letter writing with your students. This project invites the teacher and students to enjoy letter writing in various ways. Students are offered an opportunity to understand how letter styles vary. Together, teacher and students, will work together to support themselves with a letter writing talent improving and strengthening thinking and communication skills.
A friendly letter is a way of communicating between two people (sometimes more) who are usually well acquainted. There are many uses and reasons for writing a friendly letter, but usually friendly letters consists of topics on a personal level. Friendly letters can either be printed or hand-written.

D. Teaching Writing
The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. It means that the teacher should be clear on what skills he/she is trying to develop. And the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning. Teaching can be defined apart fro learning. Nathan Gage stated that “teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning” (1964:74).
E. Definition of Blog
Internet is a wide computer network that can connect computer users from one country to other countries in the world in which there are lot of static, dynamic and interactive information. Internet is an International Network. It means there is a connection between computer networks.
Blogs are one technological tool that can help improve writing. To improve at anything, individuals need practice and feedback. They also need to be able to chart their progress, to compare their work and see improvement. With this in mind blogs can be used by teachers as a formative assessment tool in place of writing portfolios. Since blogs are on-line there is the potential for feedback from inside the classroom as well as outside the classroom. Blogs are a great way to get students motivated and hooked on writing. Gavin Dudeney and Nicky Hockly said that a blog is essentially a web page with a regular diary or journal entries. A blog is one of the internet facilities which enable the users to send their data and regular diaries that can be accessed by other people (2007:84). Generally, a blog is used to present opinion, thought, analyzing, and experience including photo, video and music. It means that the students can use the facility to share any information including material for learning, so do the teachers. The teachers can use the facility as a simple and effective media to collect student assignments.
A blog (a contraction of the term Web log) is a Web site, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse chronological order. Blog can also be used as a verb, meaning to maintain or add content to a blog.
Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (artlog), photographs (photoblog), sketches (sketchblog), videos (vlog), music (MP3 blog), audio (podcasting), which are part of a wider network of social media. Micron blogging is another type of blogging, one which consists of blogs with very short posts. As of December 2007, blog search engine Technorati was tracking more than 112 million blogs. With the advent of video blogging, the word blog has taken on an even looser meaning that of any bit of media wherein the subject expresses his opinion or simply talks about something.

F. Types of Blog
There are many different types of blogs, differing not only in the type of content, but also in the way that content is delivered or written.
1. Personal Blogs
The personal blog, an ongoing diary or commentary by an individual, is the traditional, most common blog. Personal bloggers usually take pride in their blog posts, even if their blog is never read by anyone but them. Blogs often become more than a way to just communicate; they become a way to reflect on life or works of art. Blogging can have a sentimental quality. Few personal blogs rise to fame and the mainstream, but some personal blogs quickly garner an extensive following. A type of personal blog is referred to as microblogging, which is extremely detailed blogging as it seeks to capture a moment in time. Sites, such as Twitter, allow bloggers to share thoughts and feelings instantaneously with friends and family, it is much faster than e-mailing or writing. This form of social media lends to an online generation already too busy to keep in touch.
2. Corporate Blogs
A blog can be private, as in most cases, or it can be for business purposes. Blogs, either used internally to enhance the communication and culture in a corporation or externally for marketing, branding or public relations purposes are called corporate blogs.
3. Question Blogging
Is a type of blog that answers questions. Questions can be submitted in the form of a submittal form, or through email or other means such as telephone or VOIP. Ologs can be used to display shownotes from podcasts or the means of conveying information through the internet. Many question logs use syndication such as RSS as a means of conveying answers to questions.


4. By Media Type
A blog comprising videos is called a vlog, one comprising links is called a linklog, a site containing a portfolio of sketches is called a sketchblog or one comprising photos is called a photoblog. Blogs with shorter posts and mixed media types are called tumblelogs.
A rare type of blog hosted on the Gopher Protocol is known as a Phlog.
5. By Device
Blogs can also be defined by which type of device is used to compose it. A blog written by a mobile device like a mobile phone or PDA could be called a moblog. One early blog was Wearable Wireless Webcam, an online shared diary of a person's personal life combining text, video, and pictures transmitted live from a wearable computer and EyeTap device to a web site. This practice of semi-automated blogging with live video together with text was referred to as sousveillance. Such journals have been used as evidence in legal matters.
6. By Genre
Some blogs focus on a particular subject, such as political blogs, travel blogs, house blogs, fashion blogs, project blogs, education blogs, niche blogs, classical music blogs, quizzing blogs and legal blogs (often referred to as a blawgs) or dreamlogs. While not a legitimate type of blog, one used for the sole purpose of spamming is known as a Splog.
Students are always happy when they see something happening in class that they think of as a practical skill and it blogging is for them a practical skill, when for faculty members it means to a liberal arts education. Students see this as connecting to a broader sort of technology or social movement in society. Finally, the public nature of blogging improves students’ writing because they know that their peers and other people besides the instructor will be reading their work.
ANALYSIS AND RESEARCH FINDING
A. Research Methodology
In this research, the researcher used blog to teach friendly letter writing to the first grade of senior high school, as an alternative technique in teaching letter writing. There were several advantages to be applied with technique. This study would give advantages to both teachers and students in improving English writing. The advantages are as follows:
1. The teacher was more creative and got more information about the alternative way in teaching English.
2. The students were motivated in learning English especially in writing exercise because the activity was fun and enjoyable.
3. The students could overcome their difficulties in formatting letter writing, arranging words into sentence and making good structure or grammar.
4. The students were more creative in creating alliteration sentence and enriching their English vocabulary.
5. The students could write the English words or sentences effectively and accurately, especially when studied in the class.
Based on the advantages above, the writer realized some weakness. Teacher should improve their knowledge and ability in English especially in writing letter because a teacher should be a good model for their students. Once the teacher seemed doubtful in writing particular words, at the same time, the students hesitated to write those particular words. It effected to students’ writing. Teacher should prepare the material well in order to avoid problems that would arise during the learning process.
The researcher found out that blog could motivate the students to learn and foster them to able to write English words correctly. Furthermore, they also felt enjoy in learning English writing because they had a chance to cooperate and correct each other in a group work. Using blog was applied in such a way to meet the object of the lesson and students’ interest. As the result, the students found out that using blog was fun and enjoyable because they felt they were finding new media while learning English writing.
The aims of this research is to find out the progress of writing letter ability of the students who were taught friendly letter by using blog and find out the difference result between the control and experimental class. The researcher gained and compared the scores from two groups. The researcher used qualitative research method by the experimental class and the control class. The following was the data of the students’ score between the control and the experimental class after the researcher did the experiment in the class by using and giving the post test. It was needed to know the effectiveness of teaching friendly letter by using blog. Technique sampling was used in random sampling; there were two classes, which were consisted 33 students for the control class and 33 for the experimental class. The description above was taken from the teaching learning activity which using presentation technique to improve writing ability for students.
B. Technique of Collecting Data
The techniques of collecting data in this research are:
1. Observation
The observation at first grade of senior high school was done to know something concerning with the first grade students, the English teacher, English curriculum and English teaching learning process in the classroom. To know how far the teaching friendly letter writing was effective, the writer tried to observe by giving questionnaire to the students to know their attitude development after they had been given the treatment of teaching friendly letter writing by using blog.
In teaching learning in the class, the writer should use interesting method of teaching in the classroom. Teaching friendly letter writing by using blog would be an alternative way to motivate the students. In the research, the writer observed:
1. The procedure of teaching friendly letter writing by using blog
2. The effectiveness of teaching friendly letter writing by using blog.
3. The students’ interest to study English writing by using blog.
4. The experiment.
The researched acted as a teacher in teaching friendly letter by using blog at the first grade of students of senior high school.
2. Evaluation
The researcher gave the material of how to write friendly letter and how to make blog. Then the researcher gave written post test to the control and the experimental class. The students had to answer the question and then they sent to their blog. The test was held after having finished the study.
3. Questionnaires
The researcher gave the questionnaires to the experimental class, to know whether the students are interested in learning friendly letter writing by using blog.
C. The Difference of Students Score
Based on the result of post test class after the experiment (without using blog), told that the experimental class had different result from the control class. The score of the experimental was higher than the control class. The results of research show that the score of the experimental class was better than the control class. The mean of sample class was 82,3 and the control class was 70,8. The writer concludes the teaching friendly letter by using blog helped the students improve their language skill in the class, especially in writing ability.
D. The Students’ Interest in Studying Friendly Letter Writing by Using Blog.
To know the students’ interest in studying friendly letter writing by using blog, the researcher gave the questionnaires to the students in the experimental class. The writer gained and explained the result of the questionnaires. The following was the table of students’ interest in studying friendly letter writing by using blog based on their experience and feeling.
The questionnaires explained that the students needed a lot of exposures in method of teaching. Based on answering of the students, the researcher analyzed how the students liked being given teaching friendly letter writing by using blog. The writer tried to make students easy and fun to learn friendly letter. As an English teacher, he should use in interesting method while teaching in the classroom. Teaching friendly letter by using blog could make the students more creative and active while teaching learning in the classroom. The result of students’ questionnaires told teaching writing by using blog was relevant and it shows that the students were very enthusiastic in learning friendly letter by using blog.
Most of students stated that English was very useful for the students because English as a foreign language was needed for their future. Basically, English was very difficult to learn for students but if the teacher could facilitate and motivate them in learning English, the students would enjoy and interest above showed that students liked to study English.
Blog is one technological tool that can help improve writing. To improve at anything, individuals need practice and feedback. They also need to be able to chart their progress and to compare their work and see improvement. With this in mind blog can be used by teachers as a formative assessment tool. Since blog is on-line there is the potential for feedback from inside the classroom as well as outside the classroom. Blog is a great way to get students motivated and hooked on writing.
Learners need a positive and supportive environment in which to enjoy writing as well as to discuss problems overcome difficulties. An example of positive and supportive environment is by leading the students to write letter, such as friendly letter and using blog. The approach that is adopted will clearly defend on the individual style of the teacher, the type of learners and the teaching context. Thus, writing letter should be well organized and effectively implemented to assist students in improving their English writing.
Teaching friendly letter by using blog was effective for the students. That reason based on students stating. They said that method could give easy to write word of their mind and they could correct the words directly. This method was not found before. It could make students enthusiast in learning English, especially friendly letter because, this method use the material by using blog. They did not feel difficult in learning even though did not know the method before. The writer made the students prefer studying friendly letter writing by using blog.
CONCLUSIONS
Writing is one of the most important skills in English. Through writing, we are able to get a lot of advantages. It is used to send ones’ thought and imagination enriching ideas, sharing the feeling and experience to other people. We can also immortalize our life journey through writing on piece of paper. That is why writing is really crucial to be mastered by students of senior high school.
But we face some problems in teaching writing. Moreover writing is indeed difficult. We need interesting media to overcome such a thing. It was proved that by using blog as one of the internet service, students got more excited and interested to write. It was a good starting point. Whenever they liked it, they enjoyed doing the activity, as the result a better writing skill could be gained.
Blog was one technological tool that could help improve writing. To improve at anything, individuals needed practice and feedback. They also needed to be able to chart their progress and to compare their work and see improvement. Finally, blog could be used by teachers as a formative assessment tool.
The achievement of writing of the students who were taught by using blog was effective than those who were not taught without using blog. It was proven by the result of mean of the experimental class and the mean of the control class. And based on the student’ questionnaires that they were more interested in studying writing by using blog than without using blog. In this case, the teacher could teach writing in improving writing letter skill using blog.
SUGGESTION
Technology is becoming increasingly important in both of personal and professional lives and learners are using technology more and more. Yet teacher training programmers often ignore training in the use of information and communication technology, and teachers are often far less skilled and knowledgeable than their own students when it comes to using current technology.
Teaching friendly letter by using blog is one way to improve students’ English, especially their writing skill. The writer hopes this paper could give an interest method to readers and teachers, because it gives students interest and effective method.
The teacher should apply teaching by using blog, because it was proven effective for students’ skill in learning writing mainly writing letter. And the teacher should give motivation how to teach students by using blog technique. This technique is very simply but many teachers feel difficult to apply it.

REFERENCES
Dudeney Gavin and Hockly Nicky. How to Teach English with Technology. Edinburgh Gate: Harlow, 2007.
Gage, Nathan. Principles of Language Learning and Teaching. Cambridge: University Press, 1964.
G. Eric, D. Robert and S. William. The Act of Writing. Rosenberg, Random House: New York, 1989.
Heffernan, James A. W. and Lincoln, John E. Writing A College Hand Book Third Edition. W. W. Norton Company: New York, 1982.
http://en.wikipedia.org/wiki/Blogs downloaded on 03/10/2008
http://musingsfromtheacademy.wordpress.com/2006/03/21/using-technology-to-improve-writing/ downloaded on 13/09/2008
http://www.pdf-search-engine.com/pebuatan-blog- pdf.html downloaded on 25/10/2008
http://student.britannica.com/comptons/article-203777/letter-writing downloaded on 25/10/2008
http://www.brainyquote.com/words/le/letter184527.html downloaded on 03/10/2008
Little, Andrew John,. Writing Students’ Writing Book 3. Cambridge University. Kansas, 2005.
M. Vivian. Reading, Writing & Thinking Critical Connections. Rosenberg, Random House, 1989.
Richard, C. Gebhardf and D. Rodrigues. Writing Processes and Intentions. Lexington Massachusetts: Toronto, 1989.
Santosa, Ayu Ariani, Srilestari, Ecin and Sopiatun,Enok. Efektivitas Pengumpulan Tugas Mahasiswa melalui Blog. Students’ Paper. Unpublished.
Walvoord, Barbara. F. Writing: strategies for all disciplines. New Jersey: Prentice-Hall, Inc, 1985.

The Application of Active Learning Method in Reading For Children by Using Multimedia

SUCI NOVIANTI
08211210642
6C


English Education Program
Faculty of Teachers Training and Education
Bogor Ibn Khaldun University
2011



Preface

Bismillahirrahmanirrahim
Alhamdulillah, In the name of Allah, the Beneficent and The Merciful. Thank to Allah the Almighty lord of the world who has given the writer mercy, blessing, and health until nowadays.
Shalawat and Salam to our Prophet Muhammad SAW, who has brought us to the lightness.
This paper submitted to fulfill one of the requirements for final examination of English education program of Fkip Bogor, which the writer has brought into accomplishment for the formal study.
The writer realizes that paper is far from being perfect, it is because of her limited ability of knowledge, so she would welcome any idea, comments and criticism for sporting this paper. Although this paper is still less perfect, the writer hopes that it will be useful for those who read this paper.


Bogor, 21 Juni 2011
The Writer





Chapter I
Introduction

Special education for children with learning disabilities is individually planned, intensive and specialized instruction that is goal-oriented in order to help these children maximize their potential to achieve self-sufficiency. A competent special education teacher is train to develop appropriate lessons that incorporate curriculum and instructional strategies with individualized education goals. However, in reality, teachers rarely do have time to personally give for individual students all the practice and reinforcement that they need. One of the most promising ways in which instruction can be individualize is by multimedia technology (Lee, 2003). For typically developing children, the results have been very promising (Mayer, 2001). For children with special needs, the positive effects of technology have been even clearer and much more positive than for the general school-age population (Belson, 2003).
Multimedia software and multimedia learning environments can be more effective in helping children with disabilities to develop skills in domains as varied as academic domains of literacy and numeric, life skills and social interaction. Lee and Zabedah (2005) developed multimedia reading lessons based on a phonics method of instruction to teach word recognition skills to children with reading disabilities. They found that their intervention using multimedia-based phonics lessons were effective in helping these children with learning disabilities to master the foundational skills of word recognition. Azmi and Lee (2004) explored the use of available multimedia resources to teach reading to students with learning disabilities in a special education class. They reported that the use of multimedia enhanced the literacy skills of these children. Multimedia technology can define in many ways.
Generally, multimedia involves the computer presentation of multiple media formats (e.g. text, pictures, sounds, video etc.) to convey information in a linear or nonlinear format. There is a good match between multimedia technology and the learning needs of children with learning disabilities. Presentation of information in both verbal and pictorial forms allows children with learning disabilities to process information via two channels. With twice as much exposure to the same information, a more meaningful connection can made between the visual and verbal presentations. As children with learning disabilities are usually limited by print reading, presenting print information through additional formats of oral presentation (enhanced with pictorial prompts) will allow children with learning disabilities to create a deeper understanding of the information presented than from either words or pictures alone.
In addition to the cognitive benefits of multimedia learning for children with learning disabilities, the use of multiple media also helps to increase motivation. More often than not, children with learning disabilities lack intrinsic motivation to finish learning tasks. Multimedia technology has the potential to provide extrinsic motivation for task completion. Generally, children have a longer attention span when interacting with the computer than when interacting with everyday print materials. This is especially so when the information is presented in a games format, whereby children are reinforced periodically over the span of playing.

1.1 Background of study
As new knowledge on how people learn is center on the constructivist paradigm and learners are now consider as active agents who engage in their own construction of knowledge through interactions with the environment, it follows that preserves special educators be given the opportunity to experience authentic technology supported constructivist learning environments in their teacher education programmer.
A constructivist-learning environment in teacher education should involve the process of problem-solving tasks found in authentic settings, which closely related to work in the real world. Technology has found to be one of the most promising tools to integrate constructivist principles in teacher education (Nanjappa & Grant, 2003). Technology should integrate into students' coursework in order to provide them with opportunities to explore creative uses of technology. The goal of training preserves special educators in the use of multimedia technology for children with special needs was incorporate into the Technology in Special Education course curriculum. As mentioned earlier, most software developers are not keen to develop programs for children with special needs due to its limited marketability. Thus at the present moment, the onus of realizing the potential of multimedia learning for children with learning disabilities will have to fall on the shoulders of the special educators themselves.
In line with this reality, it was consider essential to equip preserves special education teachers with skills and knowledge in developing basic multimedia. Their task in this course was constructivist-based, which was to design, develop and evaluate multimedia learning resources for a child with learning disabilities. The course requirement was design to provide them with an authentic task in special education, which they have to problem-solve with the creative use of multimedia technology.

















Chapter II
Theoretical of Background

Interactivity is mutual action between the learner, the learning system, and the learning material. An interactive communication between computer and human can be made engaging through optimal learner-controlled events like active participation in a simulation or an educational game, providing feedback, building on current knowledge and experience, learner control of pace and sequence, with the conclusion that (Sims, 1998) "effective learning requires interaction which stimulates new thinking" (Fenrich, 1997 in Sims, 1998). These interactive characteristics concur with the constructivist view of learning, which encourage the learner as an active participant to construct knowledge in making sense of their real-world experiences. The presence of interactions and interactivity in technology-based instructional materials has become synonymous with enhanced learning.
The interactions in Multimedia can present in a continuum as shown in Fig. 1 (Oliver, 2008).









Fig. 1 Interactivity in Educational Multimedia
From Oliver Ron (2008)

A. Learner activities at low cognition level
The multimedia components as cognitive tools, involved in low-order learning are text, graphics, animation, text window response and feedback prompts. Learner activities include reading information, looking at static diagrams or animations of phenomena reminding learners of mundane events experienced, observing effects on the experiment, re-observing the animations, referring to previous information, or advancing to next set of information.

B. Learner activities at medium cognition level
The multimedia components, as cognitive tools, involved in medium-order learning are text, graphics, animation, drag and drop objects and text window response and feedback prompts.

C. Learner activities at high cognition level
The multimedia components involved in the high-order learning are text, graphics, animations, self-conducted on-screen simulations, response and feedback. A high degree of interactivity is involved in which the learner controls the experimental area in designing the electric circuits to test their new knowledge.















Chapter III
Findings Data

A major feature of well-designed multimedia courseware is user interactivity. Researchers (Sims, 1998; Harper & Hedberg, 1997, Shinde, 2003) have shown that an interactive learning environment can generate effective instruction and learning. There is empirical evidence that multimedia can enhance the learning of, at least, certain kinds of information. A review by various researchers of studies that have investigated the effectiveness of multimedia in learning information suggested that the people who used computer-based multimedia instruction performed better in terms of test scores, compared to those who received instruction through traditional classroom lectures. Topics of interests in the studies ranged from languages, chemistry, and biology, to the procedures for the operation of devices. Equally, the context of the studies varied from primary school education, higher education, and industry, to the military. This may imply that the property of multimedia to enhance learning performance is irrespective of subject area or context. Why computer-based multimedia may enhance learning performance? One explanation is that using the computer to present information tends to impose the necessity to structure the information (Najjar, 1996), and this, in turn, facilitates learning, since structure and organization facilitate information processing in humans (Leahey & Harris, 1989). Interactivity during learning has been note by many (Bosco, 1986; Fletcher, 1989) to have a strong enhancing-influence on learning by improving retention (Stafford as cited in Najjar, 1996) and the speed of learning (Bosco, 1986; Fletcher, 1989). Novelty, also, has been associated with why multimedia may be effective for learning.
Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. The seven strategies here appear to have a firm scientific basis for improving text comprehension:
1. Monitoring comprehension
Students who are good at monitoring their comprehension knows when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to:
- Be aware of what they do understand
- Identify what they do not understand
- Use appropriate strategies to resolve problems in comprehension
2. Metacognition
Metacognition defines as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.
3. Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. A graphic organizer is know by different names, such as maps, webs, graphs, charts, frames, or clusters. Regardless of the label, graphic organizers can help readers focus on concepts and how they are relating to other concepts. Graphic organizers help students read and understand textbooks and picture books.
Graphic organizers can:
- Help students focus on text structure "differences between fiction and nonfiction" as they read.
- Provide students with tools they can use to examine and show relationships in a text.
- Help students write well-organized summaries of a text.

4. Answering questions
Questions can be effective because they:
- Give students a purpose for reading
- Focus students' attention on what they are to learn
- Help students to think actively as they read
- Encourage students to monitor their comprehension
- Help students to review content and relate what they have learned to what they already know
The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.
5. Generating questions
By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can teach to ask main idea questions that relate to important information in a text.
6. Recognizing story structure
In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, and resolution). Often, students learn to recognize story structure using story maps. Instruction in story structure improves students' comprehension.
7. Summarizing
Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:
- Identify or generate main ideas
- Connect the main or central ideas
- Eliminate unnecessary information
- Remember what they read

Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application.
- Direct explanation
The teacher explains to students why the strategy helps comprehension and when to apply the strategy.
- Modeling
The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.
- Guided practice
The teacher guides and assists students as they learn how and when to apply the strategy.
- Application
The teacher helps students practice the strategy until they can apply it independently.
Effective comprehension strategy instruction can be accomplish through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been use successfully to teach comprehension strategies. Students work together to understand texts, helping each other learns and apply comprehension strategies. Teacher’s help students learn to work in groups. Teachers also provide modeling of the comprehension strategies.




Chapter IV
Data Analysis

“One way to bring about a change of emphasis in teaching, from the teacher directed approach to a facilitated approach, is to change the medium of instruction” (Kearsley, 2000). Interactive multimedia offers an alternative medium of instruction to the current learning process. One way, multimedia can give low ability students extensive learning time before moving forward. Alternatively, high ability students can branch out to random sequencing through the module and not confined by linearity or a much slower pace. This aspect of multimedia learning supports student-centered strategy whereby learners take responsibility in their own learning process. The liberty to proceed or recede allows self-pacing, an important facet to enable learners to learn according to their individual pace.
It is fascinating to watch the ease with which very young students learn to operate and control new multimedia packages. As students gain experience with different packages, there is a high degree of transfer of skills and knowledge from previous activities and experiences. Students have a sense of what forms of response to expect from different actions. Once students have had a degree of experience and in some cases a degree of training in specific functions of packages, we find little evidence of students experiencing any subsequent difficulties with interface control or operation. This leads us to assert that with time, use of the many of the interactive elements of multimedia programs will become automatic to users and of marginal bearing on what is learned.
The students’ perceptions on the use of multimedia and interactivity were very positive. Students said that learning with interactivity and multimedia was interesting and engaging; they also found this method of learning useful and favorable. Some expressed their desire to learn whole curriculum through Interactive Multimedia packages. It was surprising to note that students learned on their own that how to navigate through the module.
Instantly they were exploring, experimenting with the package. New technology is not seeing as a problem. The students shared their joy of learning at their own pace. Many students commented that the navigation helped them to go back and forth whenever they wanted. That gave them the control of the whole process of learning. They were not dependent on the teacher for the pace of learning and the content as they selected what they wanted to learn (probably first time in their education life). For some, this feature was exceptionally helpful, as they do not have to catch up with other students or the teacher in order to sustain personal learning and understanding. The use of graphic visualizations and multimedia for presentation of information and interacting with it received encouraging responses. Learners found the graphics very interesting and visually sound. The graphics creating lasting impact (images of various communication modes, plants and animals, houses etc. was a treat to the learners.)
The effectiveness of multimedia and interactivity as a learning medium clearly promotes engagement in learning, which surpasses its status quo of a mere tool of delivery. Many students reported high interests resulting from enriching multimedia experience hence harnessing ownership in self-learning. The most appreciated aspect of the package was Interactivity. The learners just loved to do things during learning (which is a rarity in the classroom learning, as the teacher does most of the talking). Many students expressed their happiness in working on challenging activities and get positive feedback. Some expressed their appreciation for interactivity as they said there was no reprimand for wrong answer. There was no one to see that they gave wrong answer. They became careful in learning the new content as they did not want to go wrong, they were fascinated by the awards and wanted to get more of them (though this is extrinsic in nature, it was useful in developing interest in learning and sustaining it).







Chapter V
Conclusion

In conclusion, the objective of the course is achieve as the preserves teachers had demonstrated knowledge and skills in developing and evaluating multimedia learning resources for children with learning disabilities. The multimedia learning resources developed by the preserves teachers showed promise that those resources can be effective in teaching children with learning disabilities especially in the area of functional academics. It also showed promise as a reusable tool for individualizing instruction. More research on the effectiveness of using multimedia to teach children with learning disabilities is required.



















BIBLIOGRAPHY

Azmi Abu Bakar & Lee Lay Wah. (2004). Penilaian aplikasi multimedia untuk mengajar kemahiran membaca kepada pelajar bermasalah pembelajaran. Proceedings from Seminar Kebangsaan Pendidikan Khas 2004 (pp. 165-182). Bangi: UKM.

TEACHING DESCRIPTIVE TEXT THROUGH ENGLISH MOVIES

TEACHING DESCRIPTIVE TEXT THROUGH
ENGLISH MOVIES










SITI NUREVAWATI
08211210106
6C

ENGLISH EDUCATION PROGRAM
FACULTY OF TEACHERS TRAINING AND EDUCATION
BOGOR IBN KHALDUN UNIVERSITY
BOGOR
2011
Preface

Bismillahirrahmanirrahim
Alhamdulillah, In the name of Allah, the Beneficent and The Merciful. Thank to Allah the Almighty lord of the world who has given the writer mercy, blessing, and health until nowadays.
Shalawat and Salam to our Prophet Muhammad SAW, who has brought us to the lightness.
This paper submitted to fulfill one of the requirements for final examination of English education program of Fkip Bogor, which the writer has brought into accomplishment for the formal study.
The writer realizes that paper is far from being perfect, it is because of her limited ability of knowledge, so she would welcome any idea, comments and criticism for sporting this paper. Although this paper is still less perfect, the writer hopes that it will be useful for those who read this paper.


Bogor, 21 Juni 2011
The Writer




CHAPTER I
Introduction

Paragraph analysis is one of the scientific material comprehensive readings that are important for students to know. Sometime a student understands all the sentences in a reading passage, but skill do not understand what say as a whole is. This is because student does not know how the material is organized. Teacher therefore tries to help the student understand how the information is organized in the passage. Teachers do this by teaching student find the topic, find the main idea, find the major supporting details and find minor supporting detail as a method of teaching students to find main ideas and understand paragraph relationship presented. Reading comprehension on denotes the ability to read words the meaning at these individual words as wall as to understand the meaning at the groups at these words. In development of modern world, English is wide of spread in every country.
English as an international language is used in some sector especially trade, industry education, literature, culture, and so on. Recently the government has been trying to increase English as compulsory subject. In educational curriculum, the government has been increasing human resource quality to master English the constitute one of the forms realizing development objective. The English language is one of the subjects that must be learned at school as the foreign language. Paragraph analysis in the movie can make students interesting to analysis the paragraph more, so that students not feel boring in learning process. The writer has chosen the topic because she thinks that teaching paragraph analysis using English movies will make the student easier to learn comprehension reading. Teaching paragraph analysis through English movies can give motivation to student in improving comprehension reading ability. Teaching paragraph analysis through English movies will bring the student to be courageous in learning to find mind idea through English movies.

















CHAPTER II
Theoretical Foundation
A. Definition of Writing Skill
Writing is a tool to communicate between writer and the reader, by writing the writer can tell the reader about information, situation, and many others. Writing is an effort to create a dialogue with readers. And it involves exploring our relationship to our reader in much the same way that me explore our relationship to people we talk to.
Writing skill is a creative act. Through writing, we can make sense something such as experience, stories, text or events and many others. From writing, we can communicate each other, send a message and give information to other people.
B. Definition of Descriptive
A descriptive paragraph is used to describe what a person looks and catch. Writer is telling the reader how something strikes the sense, how it looks, smells, sounds, and fells even something how it tastes, descriptive writing uses movies. In teaching writing, teacher must be able to make an innovation and interesting method, to make him students easy to express heir ideas. A teacher to improve heir students can use many techniques. Writing ability such as using picture, letters, movies, advertisement and many others. Every teacher has to choose the best techniques to make the students interested to learn. Descriptive details allow sensory recreations of experiences, objects, or imaginings. In other words, description encourages a more concrete or sensory experience of a subject, one which allows the reader to transport himself or herself into a scene. Writing that lacks description is in danger of being plain or overly general. The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
C. Language as a tool of communication
People in the world need to communicate to each other in order to do or achieve what they want or need. To do this, people must be able to express their feeling and thought by using a communication tool that is a language. Language is primarily an instrument of communication among beings in a community. There are four language skills to be taught to the students. There are: Listening, Speaking, Reading, and Writing. The most frequent from used is writing. The English language is one of the subjects that must be learned at school as the foreign language.
CHAPTER III
Finding Data
The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
Based on the preliminary study, the researcher found some problems related to the English instructional activities those are the students' low speaking ability, the students' low motivation in learning English, and the monotonous and inappropriate teaching techniques used by the teacher. Therefore, the researcher is greatly motivated to overcome the problem by implementing role-playing technique in teaching speaking. The researcher employed collaborative classroom action research design, in which the researcher was assisted by a collaborative teacher (a colleague) in conducting the study. The research is conducted in a single class that consists of twenty four students, in which all of the students are taken as the subjects of the study. The procedure of the research consists of four main steps: planning, implementation, observation and reflection. To collect the data, the researcher uses some instruments i.e. observation checklists, field notes, and questionnaire.
In any classroom, interaction plays a key role to the success of the learner. Teaching online means moving that interaction in a direction that is self-directed yet connected to the content. The learner in the online course stills needs the human interaction that provides the framework for content to take on meaning in the learner’s mind. This paper provides an overview of three guiding principles, dialogue, reflection and energized activity in designing an online learning environment that provides meaningful interaction. Both motor-perceptive skills and interaction adeptness are usually required in conversation. Many times this pairing calls upon effective understanding of the two in order to implement oral exercises in an effective manner. Motor skills involve perceiving, recalling, and articulating in the correct order text and structures of the movie. Interaction skills involve making decisions about write, such as what to say and how to say it. Keeping in mind the difference, the class level should play a large part in determining which of the two skills are predominately used during the course.
The general characteristics of descriptive writing include:
• elaborate use of sensory language
• rich, vivid, and lively detail
• figurative language such as simile, hyperbole, metaphor, symbolism and personification
• showing, rather than telling through the use of active verbs and precise modifiers
Descriptive writing appears almost everywhere and is often included in other genre, such as in a descriptive introduction of a character in a narrative.
Exercises:
• Observe, and then describe an event.
• Think of a person or object that stands out in your memory. Write a description of that subject.
• Find an example of descriptive writing; explain the elements that make this a good example.















CHAPTER IV
Analysis
One of the most important skills you need to learn is to paint a movie in the mind’s eye of your readers. The more vividly you can paint your images or movies, the better your messages will be comprehended (and acted upon)
Descriptive writing is a style of writing that takes readers inside the characters, scenes, and settings by providing detailed and vivid descriptions of the elements of the story. Executed correctly, readers will feel like they are the characters in the time and place described. There are specific elements that are used by writers to create a descriptive piece of work that effectively brings the reader "inside" the story.
Sensory Description
1. Descriptive writing uses the five senses to draw readers into the experiences of the characters. Often, descriptive writing will use several senses to describe the characters, setting, or props within a story. For instance, an author that uses descriptive detail may describe a log cabin by first describing the wood that makes the cabin, the setting surrounding it and then continue to describe the smell of being inside, or the sounds around it at night. The idea of using sensory description is to "show" all the details of a story to the reader rather than "tell".

Figurative Language
2. Figurative language is often used in descriptive writing to compare something to another thing. It's another way to create "imagery" within a reader's mind by comparing a setting, object, or person in the story to something known to the reader. There are many ways to use figurative language. Metaphors connect objects equally, "That angel helped me figure out what went wrong". While similes compare two things, but also keep them separate at the same time, "She is as sweet as an angel when she helped me figure out what to do". Similes use "like" or "as" to describe similarities. Hyperbole compares two objects with exaggeration added, "I could eat a whale right now".
Precision
3. Descriptive writing uses active verbs rather than passive. Active verbs make the reader feel as if the action is happening "right now", as they're watching. Precise modifiers, nouns, and adjectives are also used in the language. Specific nouns are chosen to describe characters, settings, and objects rather than general nouns. Adjectives and adverbs are chosen carefully.
Organization
4. Organization is important in descriptive writing. The writing may be organized based on the order of importance, spatial relations, or chronologically. A writer may begin by describing a character's outer appearance, continue to describe the thoughts passing through the character's mind, and proceed to describe what the character does. Descriptive writing may be organized by the who, what, when, where, and why or by each sense; see, hear, taste, touch, and smell.
Uses
5. Descriptive writing is found in every genre of literature. It can also be used in writing essays. Often, first person "I" is used because this is the easiest way to write descriptive writing. It's easier to describe what you are seeing, hearing, tasting, feeling, and smelling. Whereas, describing these elements from a character's point of view takes more practice











CHAPTER V
Conclusions
Descriptive details allow sensory recreations of experiences, objects, or imaginings. In other words, description encourages a more concrete or sensory experience of a subject, one which allows the reader to transport himself or herself into a scene. Writing that lacks description is in danger of being plain or overly general.
1. Characterized by or containing description; serving to describe, "The descriptive variable"; "a descriptive passage"
2. (Linguistics / Grammar) Grammar (of an adjective) serving to describe the referent of the noun modified, as for example the adjective brown as contrasted with my and former
3. Relating to or based upon description or classification rather than explanation or prescription descriptive linguistics
Writing descriptively helps the reader experience the subject. Some examples of descriptive writing include travel articles and advertisements. A descriptive essay provides a snapshot of a particular scene or a movie video of an event. A well-written descriptive narrative brings all of the senses alive–smell, touch, taste, sound and sight. Here are a few suggestions to help you on your way to writing descriptively.
One of the most important skills you need to learn is to paint a movie in the mind’s eye of your readers. The more vividly you can paint your images or movies, the better your messages will be comprehended (and acted upon












References
Harmer, Jeremy. 2000. How to Teach English. Boston: Longman.
http://www.ehow.com/about_5070815_descriptive-writing.html#ixzz0qbq4VFhS

TEACHING WRITING PROCEDURE TEXT THROUGH BLOG

Intan Nabilawati Fatimah
O8211210021
6_C




ENGLISH EDUCATION PROGRAM
FACULTY OF TEACHERS TRAINING AND EDUCATION
BOGOR IBN KHALDUN UNIVERSITY






Introduction
1. Background of the Study

English as the first foreign language for Indonesian which is should be though to the students of each level school. Students are expected to be able to communicate in English well. Communicate means comprehending and expressing information thoughts feeling and developing knowledge technology, and culture. Writing is learned, while speaking is acquired as part of growing up. And while most people who have been to school can write to some degree, it is the minority who write a lot or frequently. Writing is indeed difficult, for several reasons. The communication skill is the ability in producing and applying oral and written text that is realized in four-language skill. Those are listening speaking, reading and writing. Language has central role in students’ intellectual, social, and emotional development and it supports the success in learning of all subjects. The language learning is expected to help the students’ to know themselves, their culture and another culture. Beside that, language learning also helps students to express their idea, and to participate in their society. Since English is an international language, it is important to teach English in Indonesia.
In this paper, writer chooses the topic, “Teaching Writing Procedure text through blog”. Teaching Writing is the most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.

Procedure text is a text that shows sequence of ways in making or doing something, therefore as visual aids in teaching process. Procedure text is a kind of the text that still unfamiliar for students than descriptive or narrative text. In writing, there are many kinds of genre. Genre–based approaches are concerned with the social purposes of language. The genres in focus are generally defined according to social purposes communication. There are many kinds of genre–based approach; recount, report, narration, description, explanation, exposition, procedure, news item etc. Procedure is a text form in which found instruction of action sequence concerning something, contain a procedure sequence treatment for something, the focus of writing is located in speech manner or the sequence how it is finished. Language feature use of simple present tense (Imperative sentence), mainly temporal conjunctions, material processes and focus on generalized human agents.

2. The Purpose of Study

The purpose of study is started as follow:
a. To know the students writing ability on procedure text through blog.
b. To identify the students writing ability on procedure text without using blog.
c. To identify whether there is a different ability between the students who were taught through blog and those who were not taught by using blog.
d. To know how teach writing, especially procedure text through blog.

Theoretical Foundation
1. Writing
A. Definition Of writing
Writing is an artificial activity in a way that speech is not, while every normal human being on this planet learns, eventually, to talk and listen, far fewer people become literate, able to read and or write. Writing is learned, while speaking is acquired as part of growing up. And while most people who have been to school can write to some degree, it is the minority who write a lot or frequently. It is an interesting exercise to do a straw poll by asking acquaintances what kinds of writing they do, and when how often the answer usually is, not very much and rather rarely, unless of course you ask a student, a school child, or a teacher. Writing is the productive skill in the written mode. It too is more complicated than it seems at first, and often seems to be hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. Teaching Writing is the most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.




B. Process Of Writing
For teachers of foreign languages, writing lessons have an aura of difficulty, of seriousness, and this is also true for their students. Writing is indeed difficult, for several reasons. Firstly the writer has to decide what information the eventual reader needs, and how best to express this. So there is a psychological difficulty, in that the writer cannot consult the reader the audience is not immediately present, in contrast with most conversations. Writers have no immediate feedback to let them know how they are doing and whether they should change their approach. There is no immediate interaction between the producer and the receiver. Secondly, there is a linguistic difficulty, in that the language used in written language is different in most ways from that used in speech. It is either simplified (list, telegrams, notes). Or more elaborate, more formal. In our mother tongue we have to learn an elaborate network of conventions and rules (and a knowledge of when these can legitimately be broken) before we become good writers. In a foreign language this process is all the more difficult as there may be interference on a cultural level, not just the linguistic, between mother tongue and the foreign language. Thirdly, there is a cognitive difficulty, in that students have to organize thoughts on paper, for unknown readers, for reasons that may not immediately be apparent (task imposed by the teacher, for homework, and for an exam, but most probably not for any personal reasons. It is not nearly so hard for a speaker to answer these questions. The answer is usually right there in the situation, in the interaction between speaker and audience. There is immediate feedback. But the writer must answer these questions alone, for writing is usually done as a solo activity and students find it hard to imagine the audience or reader they are writing to. In schools the world over, writing is taught partly as a vital part of the literacy programmer, but also in order to show that work is being done. Writing is often associated, particularly in weaker student’s minds, with chores or even with discipline or the traditional writing lesson is of course quite quiet, so the teacher is easily able to keep control.


2. Procedure Text a Kind Of Genre
A. Definition Of Genre
Genre is kinds of text which has communicative purposes text schematic or structural and particular linguistic characteristic.
The definition above explains that genre is really necessary comprehended by students as frame of reference when they want to make a certain text, though the text will be easier understood by others. Rudi Hartono adds in his book “Genre is used to refer to particular text types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purposes, also the level of context.

B. The Kinds Of Text
1) Narrative text, there are many types of narrative. They can be imaginary, factual or a combination of both. They many include fairy stories, mysteries, science fiction, romances, horror stories adventure stories fables, myths and legends, historical narratives, ballads, slice of life, personal experience.
2) Recount is a text that retells events or experiences in the past. The social function of recount is to inform and describe past experiences by retelling events in the order in which they happened.
3) Description Text, the social function of descriptions text is to describe specific, individuals, objects, events. The generic structures of descriptive text are identification (identifies phenomenon to be described), description (describes parts, qualities, and characteristics).
4) Report Text is to describe the way things in around of our environment. The generic structure of report text usually consists of two parts. The first is an opening classification (statement) and the second is series of descriptions of phenomenon including some or all of qualities, parts and their function and also habits or uses.


5) Explanation text is generally one in which a process is being explained, not just described. It is explain how or why things happen.
6) Exposition text can be in the form of an essay or a letter to the editor. An exposition begins with a thesis.
7) Anecdote is a kind of text which deals white something unexpected or out of ordinary. It is usually containing some unusual or amusing incident.

C. Definition Of Procedure Text
Procedure text is the text tells us about the process in making or doing something. By following the instructions, people can make and know the information. Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally.

3. Definition Of Blog
A blog is a website in which items are posted on a regular basis and displayed in reverse chronological order. The term blog is a shortened form of weblog or web log. Authoring a blog, maintaining a blog or adding an article to an existing blog is called “blogging”. Individual articles on a blog are called “blog posts,” “posts” or “entries”. A person who posts these entries is called a “blogger”. A blog comprises text, hypertext, images, and links (to other web pages and to video, audio and other files). Blogs use a conversational style of documentation. Often blogs focus on a particular “area of interest”, such as Washington, D.C.’s political goings-on. Some blogs discuss personal experiences.





Blogs are one technological tool that can help improve writing. To improve at anything, individuals need practice and feedback. They also need to be able to chart their progress, to compare their work and see improvement. With this in mind blogs can be used by teachers as a formative assessment tool in place of writing portfolios. Since blogs are on-line there is the potential for feedback from inside the classroom as well as outside the classroom. Blogs are a great way to get students motivated and hooked on writing.
Gavin Dudeney and Nicky Hockly said that “a blog is essentially a web page with a regular diary or journal entries. A blog is one of the internet facilities which enable the users to send their data and regular diaries that can be accessed by other people.” (2007:84).

4. Types Of Blog
There are many different types of blogs. Differing not only in the type of content, but also in the way that content is delivered or written.

A. Personal Blogs
The personal blog, an ongoing diary or commentary by an individual, is the traditional, most common blog. Personal bloggers usually take pride in their blog posts, even if their blog is never read by anyone but them. A type of personal blog is referred to as micro blogging, which is extremely detailed blogging as it seeks to capture a moment in time.
B. Corporate Blogs
A blog can be private, as in most cases, or it can be for business purposes. Blogs either used internally to enhance the communication and culture in a corporation or externally for marketing, branding or public corporate blogs.





C. Question Blogging
Question blogs is a type of blog that answers questions. Questions can be submitted in the form of a submittal form, or through email or other means such as telephone or VOIP. Blogs can be used to display show notes from podcasts or the means of conveying information through the internet.
D. By Media Type
A blog comprising videos is called a lug, one comprising links is called a link log, a site containing a portfolio of sketches is called a sketchbook or one comprising photos is called a photo blog.

E. By Device
Blogs can also be defined by which type of device is used to compose it. A blog written by a mobile device like a mobile phone or PDA could be called a mob log. One early blog was wearable wifeless webcam an online shared diary of a person’s personal life combining text, video, and pictures transmitted.
F. By Genre
Some blogs focus on a particular subject, such as political blogs travel blogs, house blogs, fashion blogs, education blogs, niche blogs, classical music blogs quizzing blogs and legal blogs. White not a legitimate type of blog, one used for the sole purpose of spamming is known as a slogs.


Finding Data

Every research needs the data, which describes about something. The data is in the form of information and evidence. Research is not incidental or trial and error activity, which collects data by chance or coincidentally, but research is purposeful activity, which intentionally looks for data or material determined first in the research program. The collected data and information must be related to the statement problem. So all activities in the research can work purposeful and carried out effectively and efficiently. The data is taken by giving the test as an instrument of collecting data. Before teaching, the writer has prepares the material. After presently the material, the writer gives the test. According to the subject of this study, the writer has to use the blog as the teaching in the experiment class. Another class the control class got the material and also for both the test without using blog.
Teaching Writing strategies is the most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.






Teaching Writing Procedure Text through Blog is to know the students interest in studying writing procedure text through blog, it is very simple. The following was the text procedure writing through blog based on their experience. Most of students stated that English was very useful for the students because English as a foreign language was needed for their future. Basically, English was very difficult to learn for students but if the teacher could facilitate and motivate them in learning English, the students would enjoy and interest above showed that students liked to study English.
Writing is an artificial activity in a way that speech is not, while every normal human being on this planet learns, eventually, to talk and listen, far fewer people become literate, able to read and or write. Writing is learned, while speaking is acquired as part of growing up. And while most people who have been to school can write to some degree, it is the minority who write a lot or frequently. It is an interesting exercise to do a straw poll by asking acquaintances what kinds of writing they do, and when how often the answer usually is, not very much and rather rarely, unless of course you ask a student, a school child, or a teacher. Writing is the productive skill in the written mode. It too is more complicated than it seems at first, and often seems to be hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way.
Procedure text is the text tells us about the process in making or doing something. By following the instructions, people can make an know the information. Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally.




A blog is basically a journal that is available on the web. The activity of updating a blog is "blogging" and someone who keeps a blog is a "blogger." Blogs are typically updated daily using software that allows people with little or no technical background to update and maintain the blog. Blogs are one technological tool that can help improve writing. To improve at anything, individuals need practice and feedback. They also need to be able to chart their progress, to compare their work and see improvement. With this in mind blogs can be used by teachers as a formative assessment tool in place of writing portfolios. Since blogs are on-line there is the potential for feedback from inside the classroom as well as outside the classroom. Blogs are a great way to get students motivated and hooked on writing.
Blogger is Google’s free tool for creating blogs. It can be found on the web at http://www.blogger.com. Blogs, short for web-logs, are a form of online journal.

Screen Capture by Intan Nabilawati F
Getting Started With Blogger
You can use blogs for everything from updating your friends and family about your life, giving your own advice column, discussing your political views, or relating your experience in a topic of interest. You can host blogs with multiple contributors, or you can run your own solo show. You can even use Blogger to make your own podcast feeds. Although there are fancier blog tools out there, the mixture of cost (free) and flexibility makes Blogger one of the best deals around.



Setting Up Your Blog
Setting up a Blogger account takes three easy steps. Create an account, name your blog, and choose a template. You can host multiple blogs with the same account name, so you only need to do that part once. This way you could separate your professional blog about your business from your personal blog about dogs, for instance.
Hosting Your Blog
Screen Capture by Intan Nabilawati F
Blogger will host your blog for free on blogspot.com. You can also use Blogger to automatically ftp your blog posts to your own web space. Make sure you have the correct server settings from your internet service provider, otherwise you may have unpredictable results.
Posting
Once your blog is set up, Blogger has a basic WYSIWYG editor. (What you see is what you get) This is not necessarily a bad thing. Most blogging tools do not have robust html editors, and the ones that do often require java or other plug-ins.
If you need more formatting options and a larger window, you can use Google Docs to post to your Blogger blog. You could also do advanced editing with HTML. Blogger has an HTML tab to let you do this directly, although it does not allow JavaScript.
Email Your Posts
You can optionally configure Blogger with a secret email address, so you can email your posts to your blog. This is handy for making updates on the fly or updating from your cell phone or other mobile device.
Pictures

Blogger will let you upload pictures from your desktop and post them to your blog. You can choose the basic layout and size of your images, and they’ll be uploaded to Bloggers server space, so you don’t have to host the pictures on a different website. That doesn't mean you can't post with pictures that you've hosted elsewhere on the Web. You can also use Picasa Web Albums to post pictures to your blog. Google Video and YouTube videos can similarly be directly linked into your blog posts.
In teaching writing, the students still have many difficulties. For example, in procedure text, there is still incorrectness. This is example in the procedure text How to Refill Lux Body Shower:
How to Refill Lux Body Shower
Materials:
- Bottle
- Lux Body Shower
- Scissors
Steps:
First, prepare the materials.
Second, cut along the dotted line to open the pouch.
Then, pour the product into the bottle.
After that, dispose the pouch after using.
Finally, Lux body shower ready to use.
Conclusion

Writing is the productive skill in the written mode. It too is more complicated than it seems at first, and often seems to be hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. Writing is an artificial activity in a way that speech is not, while every normal human being on this planet learns, eventually, to talk and listen, far fewer people become literate, able to read and or write.
Blog was one technological tool that could help improve writing. To improve at anything, individuals needed practice and feedback. They also needed to be able to chart their progress and to compare their work and see improvement. Finally, blog could be used by teachers as a formative assessment tool.
Based on the result of the research, teaching writing procedure text through blog is better than teaching procedure text without using blog. The result of the research has shown that studying the procedure text through blog was more effective than studying the procedure text without using blog. The students were easier to explore their knowledge and ideas in writing the steps of procedure text by looking at the blog.

Suggestion
Technology is becoming increasingly important in both of personal and professional lives and learners are using technology more and more. Yet teacher training in the use of information and communication technology, and teachers are often far less skilled and knowledgeable than their own students when it comes to using current technology.




Bibliography
Brown. Dauglas. 2000. Principles of Language Learning a Teaching. San Francisco: Addision Wesley Longman Inc.
Depdiknas. 2004. Kurikulum Tingkat Satuan Pendidikan SMP. Depdiknas: Jakarta: Depdiknas.
Hadfield, Charles. 2005. Writing Games. Harlow: Longman.
Harmer, J. (2001). The prentice of English Language Teaching. England: Longman.
Hartono, Rudi, M.Pd.SS. 2005. Genres of texts. Semarang English Departement Faculty of language and art state university. Semarang.

http://adityadndr.blogspot.com/2009/12/definition-of-procedure-text-procedure.html
http://arieftirta.wordpress.com/2009/11/17/procedure-text-8/
http://etd.eprints.ums.ac.id/6561/1/A320050378.pdf.
http://google.about.com/od/googleblogging/fr/bloggerreview.htm
http.//wikipedia.org/wiki/writing
Nasution s. Prof. Dr. MA.2002. Metode Research, Jakarta: Bumi Aksara.
Padiyono, M.Pd. 2006. 12 Writing clues for Better Writing Competenmce Yogyakarta: CV. Andi OFFSET.
Sudarwati. Th.M and Grace. 2005. Look A Head an English Course. Jakarta: Erlangga.

Teaching Writing News item Text through Facebook






Name : Dahlia Damayanti
NPM : 08211210115
Class : 6C


ENGLISH EDUCATION PROGRAM
FACULTY of TEACHER TRAINING and EDUCATION
IBN KHALDUN UNIVERSITY
BOGOR
2011
Preface
Bismillahirrahmanirrahim
Alhamdulillah, In the name of Allah, the Beneficent and The Merciful. Thank to Allah the Almighty lord of the world who has given the writer mercy, blessing, and health until nowadays.
Shalawat and Salam to our Prophet Muhammad SAW, who has brought us to the lightness.
This paper submitted to fulfill one of the requirements for final examination of English education program of Fkip Bogor, which the writer has brought into accomplishment for the formal study.
The writer realizes that paper is far from being perfect, it is because of her limited ability of knowledge, so she would welcome any idea, comments and criticism for sporting this paper. Although this paper is still less perfect, the writer hopes that it will be useful for those who read this paper.

Bogor, 21 Juni 2011
The Writer


ABSTRAC
Most of students still find difficulties in learning resound text, especially in writing skill. Therefore they need a suitable way of technique given by teacher in the learning process. It is aimed at helping them understand the material more easily. This research tried to implement a technique of using facebook connected with practice of writing recount text. This technique was intended to motivated the students by talking the benefit of facebook. Through the research, it we expected that the students would get fun or enjoyment in the teaching learning process or were motivated to write more. The purposes of this study were to know about the influence of facebook towards the students’ motivations and the students response in the implementation of facebook as well to know the students obstacles in doing it. The research methodology used was qualitative in which the result of the study was performed descriptively. The instruments used were observation and questionnaire in which all the data were collected to be analyzed. The data gained were analyzed using cause and effect analysis and the result of it. Were as follows: facebook gave good or positive influence towards the students in learning recount text as well their responses in the implementation of it in which they seemed so enthusiastic participating in all activities conducted in the classroom so, it give good contribution to both students and teacher in the teaching learning writing recount text.


CHAPTER I

INRODUCTION

Writing is very important for studying English, because with writing we can share our problem or anything. For example, writing in dairy, describe the people or place and so on, one of them is writing news item text through facebook. News item is a text which informs readers about events of the day. The events are considered newsworthy or important. In the globalization era, facebook is the most important thing in teaching learning process. facebook has new ways of learning, numerous educational tools and applications have appeared and e-learning has come into being. facebook used by all people in this word, not only for adult but also for many children. With the facebook we can improve our knowledge; we can know anything else that never we know. It can make easily for us to communicate especially in learning process.Facebook is a social networking website; it is the famous one of technology in this era. Users can add people as friends and send them messages, and update their personal profiles to notify friends about themselves. The reason why I choose this title because I think this title is very interesting to know all people, and there are so many people doesn’t know about news item text, and how to use facebook for writing or send a message. It makes easily and enjoy for students when they study writing, and improving their writing skill, creativity and their ability.
CHAPTER II

TEORYTICAL FOUNDATION

A. Definition of Writing
Writing is all that gives rise to an inscription in general. In Western Culture writing is often only considered as the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system). It is distinguished from illustration, such as cave drawing and painting, and non-symbolic preservation of language via non-textual media, such as audio. Writing may use abstract characters that represent phonetic elements of speech, as in Indo-European languages, or it may use simplified representations of objects or concepts, as in east-Asian and ancient Egyptian pictographic writing forms. However, it is distinguished from illustration, such as cave drawing and painting, and non-symbolic preservation of language via non-textual media, such as magnetic tape audio. Writing most likely began as a consequence of political expansion in ancient cultures, which needed reliable means for transmitting information, maintaining financial accounts, keeping historical records, and similar activities. Around the 4th millennium BC, the complexity of trade and administration outgrew the power of memory, and writing became a more dependable method of recording and presenting transactions in a permanent form. In both Mesoamerica and Ancient Egypt writing may have evolved through calendrics and a political necessity for recording historical and environmental events.
B. Definition of News item text.

What is a news item text? A news item text is a text which is grouped into the text genre of narration. The main function of narration is telling stories or informing about events in chronological order. The order in the narration can be based on time, place and the events themselves. Referring to the high school graduate standard, news item text should be completely studied in the first class with narrative and recount text. These three text types explore the way on how a story or event is retold to others. News item text is written for public information of what is the newsworthy of the day. Basically, a news item text tries to answer the 5Ws and 1H questions; what, who, when, where, why, and how relating to the newsworthy.
C. Types of News item Text

News item is a text which informs readers about events of the day. The events are considered newsworthy or important. The purpose of news item is to inform readers about events of the day which are considered newsworthy or important. Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES
Due to the different generic structure of text types, though news item is in one group of narration genres with narrative and recount, understanding the structures on how the news item composed is absolutely important for better understanding on text genres which are different from one type to another. The following example of news item text is taken from the Jakarta post which is best in revealing what news item is and how it is structured. Text can come from a lot of places, and it's important that if your application is available in a language that everything is translatable. The following is an exhaustive list of all places that you may find content you need to prepare for the translation on process.
D. Definition of Facebook

Facebook is a social networking website launched in February 2004 and operated and privately owned by Facebook, Inc. Users can add people as friends and send them messages, and update their personal profiles to notify friends about themselves. Additionally, users can join networks organized by workplace, school, or college. The website's name stems from the colloquial name of books given to students at the start of the academic year by university administrations in the US with the intention of helping students to get to know each other better. Anyone over the age of 13 can become a Facebook user





E. Features on Facebook

Each Facebook profile has a "wall," where friends can post comments. Since the wall is viewable by all the user's friends, wall postings are basically a public conversation. Therefore, it is usually best not to write personal messages on your friends' walls. Instead, you can send a person a private message, which will show up in his or her private Inbox, similar to an e-mail message.Facebook allows each user to set privacy settings, which by default are pretty strict. For example, if you have not added a certain person as a friend, that person will not be able to view your profile. However, you can adjust the privacy settings to allow users within your network (such as your college or the area you live) to view part or all of your profile. You can also create a "limited profile," which allows you to hide certain parts of your profile from a list of users that you select. If you don't want certain friends to be able to view your full profile, you can add them to your "limited profile" list.Facebook provides an easy way for friends to keep in touch and for individuals to have a presence on the Web without needing to build a website. Since Facebook makes it easy to upload pictures and videos, nearly anyone can publish a multimedia profile. Of course, if you are a Facebook member or decide to sign up one day, remember to use discretion in what you publish or what you post on other user's pages. After all, your information is only as public as you choose to make it! Facebook has a feature called "status updates" (also referred to simply as "status") which allows users to post messages for all their friends to read. In turn, friends can respond with their own comments, and also press the "Like" button to show that they enjoyed reading it. A user's most recent status update appears at the top of their profile, and is also noted in the "Recently updated" section of a user's friend list. Originally, the purpose of the feature was to allow users to inform their friends of their current "status" (i.e. their current feelings, whereabouts or actions) by referring to themselves in the third person (e.g. "George is happy" or "John is with Robert at his house"). However, users are no longer required to write in the third person. Facebook originally prompted the status update with "Username is..." and Facebook users filled in the rest. However, on December 13, 2007, the requirement to start a status update with is removed. The question "What are you doing right now?" was introduced. In March 2009, the status update question was changed from "What are you doing right now?" to "What's on your mind?"Facebook Notes was introduced on 22 August 2006, a blogging feature that allowed tags and embeddable images. Users were later able to import blogs from Xanga, Live Journal, Blogger, and other blogging services. A recent use of Notes includes the Internet meme - "25 Random Things about Me" which involves writing 25 things about the user that their friends don't already know about them and using the tag function to ask 25 friends to also do so. Nearly 5 million "25 Random Things" notes were written on Facebook profiles in the first week of February 2009
.




CHAPTER III

FINDING DATA

The data that I get for making this paper are from many book and internet. The book that I get is explained about writing and the important in learning writing skill. Not only it but also I research the material for making paper from internet, I get many explain about writing, news item text, type of making text, facebook, and the most important from using facebook.. Writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system). It is distinguished from illustration, such as cave drawing and painting, and non-symbolic preservation of language via non-textual media, such as magnetic tape audio.Writing is an extension of human language across time and space. Writing most likely began as a consequence of political expansion in ancient cultures, which needed reliable means for transmitting information, maintaining financial accounts, keeping historical records, and similar activities. Around the 4th millennium BC, the complexity of trade and administration outgrew the power of memory, and writing became a more dependable method of recording and presenting transactions in a permanent form. In both Mesoamerica and Ancient Egypt writing may have evolved through calendrics and a political necessity for recording historical and environmental events. News item is a text which informs readers about events of the day. The events are considered newsworthy or important.Facebook is a social networking website launched in February 2004 and operated and privately owned by Facebook, Inc. Users can add people as friends and send them messages, and update their personal profiles to notify friends about themselves. Additionally, users can join networks organized by workplace, school,
or college. The website's name stems from the colloquial name of books given to students at the start of the academic year by university administrations in the US with the intention of helping students to get to know each other better. Anyone over the age of 13 can become a Facebook user. Text can come from a lot of places, and it's important that if your application is available in a language that everything is translatable. The following is an exhaustive list of all places that you may find content you need to prepare for the translation process.












CHAPTER IV

ANALYSES

Writing is very important in our daily, because with writing we can share all about our problem especially for students, they can practice their writing through facebook. In facebook we can write anything else that in your own. Writing can improve your writing ability, creativity. Learning to write in a new language is not always easy, it is challenging but it can also be fun. If you are learning to speak and read in a new language, you are ready to begin too. The easy way to begin writing is to write about things you know well. For example, wring about yourself, about your family and friends, daily activities, about people, about places, news item text and another that you want to write from your own.Facebook is a social networking website that can be used for all people in this world. Users can add people as friends and send them messages, and update their personal profiles to notify friends about themselves. With it they can always study and practice their writing trough it. For students that get the job from their lecturer or teacher they can send their writing job for example news item text, they can sent it trough message, but most of students usually use note to send their job. Then with it every people can read our writing job in note, and can improve our knowledge Facebook is not just a great way for you to find old friends or learn about what’s happening this weekend; it is also can used for learning tool. Teachers can used Facebook for class projects, for enhancing communication, and for engaging students in a manner that might not be entirely possible in traditional classroom settings. Read on to learn how you can be using Facebook in your classroom, no matter if you are a professor, student, working online, or showing up in person for class. One of them is teaching news item texts through facebook. Therefore, by facebook we can also write news item text through facebook by facebook you can create your own news source. They can practice their writing by use the Facebook status update feed as a breaking news source for sports results, academic competition results, and other campus news. Follow news stories. Keep up with news through Facebook on groups like World News Web cast that provides video clips of world news. The relationship of writing news item text and facebook is very important especially for students, because with facebook the students can improve their writing skill trough facebook. They can write anything in inbox, sent message, and note. In news item text they are divided into narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item.









CHAPTER V


CONCLUSION

Writing is very important, especially for students in learning process. By writing they can create their own, creativity and anything else that they want to write. One of the examples is writing news item text trough facebook. They can write and share anything in facebook, they can enjoy it to practice their writing. For students when get the job from their teacher or lecturer they can send it through message or note, it is the easily way and another people can read our job, it also can improve the other people knowledge. Facebook is the famous one of technology in this world, because there is no one a person doesn’t know about it. There are so many advantages in use facebook, for example we can add another friends, write anything that we want in wall, sent the job and so on. Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item.



REFERENCES

How computer Game Help Children Learn, David Williamson Shaffer, 2006. New York http://www.google. Com Get Ready to Write, Karen Blanchard Christine root. 2000. New York Heaton, JB. (1988). Writing English Language Test.