Sulaeman, Muhammad Ghufran (2021) The effectiveness of synchronous learning on students' paragraph writing ability and their writing motivation / Muhammad Ghufran Sulaeman. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The existence of ICT becomes very essential for applying online learning since the formal teaching and learning process in most educational institutions all over the world has changed dramatically due to the emergence of Covid-19. Many studies reported that online learning impact positively to students rsquo English skills. Online learning environments are divided into synchronous and asynchronous learning environments. Therefore this study focuses on the effectiveness of synchronous learning toward students rsquo paragraph writing ability and their writing motivation. Writing at any level of education is considered a complicated task compared to other language skills since writing is not a simple process but is a complex one. It needs some pre-writing activities such as drafting redrafting and revision. The difficulties in writing can be minimized by using ICT through synchronous online learning. The researcher deployed a quasi-experimental design by having 40 university students in their first semester. This study tries to compare students rsquo writing scores and writing motivation scores between those who are taught in a synchronous virtual classroom mode and those who are taught it in a face-to-face classroom. Therefore the students are given a writing test and writing motivation questionnaire in the pretest and posttest. After calculating the pretest by using the independent t-test the result revealed that there was no significant difference between students who learned by using synchronous learning (experimental group) and students who learned by a face-to-face classroom (control group) for their writing scores and writing motivation scores. Moreover the posttest was calculated by Mann-Whitney U test and the result remained that there was no significant difference for both groups in their writing and writing motivation scores. It finally can be concluded that synchronous learning did not contribute significantly to students rsquo writing scores as it verified the students in the experimental group achieved not better in the post-test than those in the control group. Moreover the treatment also did not give a significant effect on students rsquo writing motivation scores as it can be seen the experimental and the control groups have no significant different scores in the post-test of writing motivation. Furthermore the researcher would like to give some suggestions for English teachers and future researchers. For English teachers since the result between the experimental and control group have the almost same result the synchronous virtual class may become an alternative to applying remote learning for the pandemic situation. For future researchers they could use the current study as a reference to conduct further studies in the area of the use of synchronous learning. They could apply for other English skills such as listening reading or speaking. They could also conduct a similar study to other students rsquo levels of education. By conducting these it would enrich the existing bodies of knowledge that can be explained further. In addition as this present study is a quantitative study it is recommended for next researchers to try to conduct a qualitative study in order to have in-depth data so that the effectiveness of synchronous learning can be explored deeper.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 03 Jan 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/262984 |
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