Implementing Schoology in Blended Learning Environment and Its Relation to Creativity in Writing

Ketrin Viollita, 1623042013 (2018) Implementing Schoology in Blended Learning Environment and Its Relation to Creativity in Writing. Masters thesis, MASTER IN ENGLISH LANGUAGE STUDY PROGRAM.

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Having a good writing skill is very crucial and should be achieved by the students. One of the ways to train students to get used to write is by conducting writing practice regularly. However, both teacher and students find difficulties to organize regular writing practice. To solve this problem, therefore the researcher focused on the methods in the learning process. In this research, the researcher used schoology in blended learning environment, which can be accessed every time. Thus, this research was done to find out whether 1) there is any significant difference on the students’ writing achievement before and after the implementation of schoology in blended learning environment, 2) to find out which aspect(s) of writing increase better, and 3) to find out the difference of students’ writing achievement between high and low creative students after being taught through Schoology. Quantitative-qualitative design was done with one group pre-test and post-test design. Taken purposively, a class of the fourth semester at Tarbiyah Faculty, UIN Radin Intan Lampung in academic year 2017/2018, majoring in English Education that consists of twenty four students was the sample of this research. The instruments used were creativity test and writing test. Paired samples t-test was used to find out whether there is any significant difference of their English achievement before and after the implementation of Schoology. Meanwhile ANOVA was used to analyze the difference of writing ability between the students who have high creativity and those who have low creativity. The results showed that 1) there is a significant difference of students’ writing achievement before and after the implementation of Schoology in blended learning environment since tvalue (9.029) is higher than t-table (2.069) with the level of significance under 0.05. 2) Content aspect was placed as the highest score. Before the treatment, the pretest score of content aspect is 18.29 and after the treatment the posttest score is 22.41. It increases 4.18 point. 3) There is a significant difference on writing achievement between high creative students and low creative students both in pretest and posttest of writing. It is proved by the sig. of pretest writing that is 0.031 and writing posttest 0.15. This result means that the students having high creativity have better writing than those having low creativity. Thus, it can be concluded that the implementation of Schoology in blended learning environment is an effective way to teach writing and it gives an impact to the students in constructing and showing their best ideas in written form. Moreover, Schoology effects more to high level students in writing with high creativity. Keywords: Schoology, blended learning environment, creativity, writing, high creativity, low creativity.

Tipe Karya Ilmiah: Tesis (Masters)
Subyek: P Language and Literature > Bahasa Inggris
L Education > LB Theory and practice of education
Program Studi: Fakultas KIP > Prodi Bahasa Inggris
Perpustakaan Bidang Keahlian > P Language and Literature > Prodi Bahasa Inggris
Depositing User: 188414537 . Digilib
Date Deposited: 15 Jan 2019 03:27
Last Modified: 15 Jan 2019 03:27
URI: http://digilib.unila.ac.id/id/eprint/51404

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