REVIEW YOUTUBE VIDEO RELATED TO SOCIOLINGUISTIC

Name : Putra Ardyanto Utama

NPM : 1710631060131

Class Socio 5C

Title: Battleship Iowa Comes Home

Link: https://www.youtube.com/watch?v=AZA0mLcCAjU&t=257s

In that video, there are a lot of people recondition a Battleship that build in WW2 Era.

This ship has been in San Pedro for almost 5 years, now the battleship Iowa moved to Los Angeles.

They try to recondition the battleship because this battleship is the last lead of any classes battleship in the US. In an awful condition, they tried to make em looks good because I told before above this ship is the last lead ship. they try to move the battleship that no longer active in the repair dock. they disassemble several pieces of equipment before they tried to move 45.000 tons battleship. they tried to move the battleship with the tug boats. 

Finally, Iowa arrived in repair dock. the volunteer starts their job, like re-paint, re-condition. They tried to remake the US flag in the top of the gun, the body of a battleship that no longer in good looks. in the last video they made it, and the battleship Iowa looks beautiful again!

Sociolinguistic related

In the video, several people speak, and in the last video there is a woman named "Rep. Janice Hahn".  Related to Sociolinguistic variable that's contain Dialectology, every people in the video have a different dialect because every state in the United States has different dialect as I told before. Is a little bit hard to recognize but if you hear again and hear clearly you can know the differential

JOURNAL REVIEW : Differences and Similarities Journal 1 and Journal 2

Hello everybody

This time my review is a little bit different with previous reviews.

What will I do this time?

Ok this time I will review the differences and the similarities journal 1 and journal 2 ( which that journal is reviewed before )

Similarities

Introduction

Journal 1 :

In journal 1 the aim of this journal is for investigate the use of digital comic in helping senior high

school students to write narrative text and to find out the students’ perception on the use

of digital comic in teaching writing of narrative text. This research employed a

quantitative method with a true experimental design. The sample of this research was the

10th-grade students at one senior high school in Garut. There were 71 students involved

in this research; 36 of them belonged to experimental group and the rest were belonged

to control group. Therefore, writing test and questionnaire were implemented as the

research instrument in order to collect the data.

Journal 2 :

In journal 2 the aim of this journal is to investigate too the blended learning. Blended learning, the instructional approach integrating online learning with faceto-

face learning, is one of the approaches gaining widespread acceptance among

educational practitioners. Combining the strengths of online learning and face-toface

learning is believed to be able to enhance the quality of learning. Different subjects

may have different designs of blended learning because there is no specific

formula for the best practice of blended learning. This paper reports a study investigating

the implementation of blended learning in a paragraph writing course

- Both of researchers using method

- Both of researchers using participants

- All of the result is positive

Differences
Methodology

Journal 1 :

This research employed a quantitative research by using a true experimental design. There are some reasons why the design was selected by the researcher. First, a true experimental design is commonly used in educational research in order to establish cause and effect relationship among the groups of variable. 

Second, a true experimental design was chosen by the researcher to find out the effectiveness of using digital comic in teaching writing of narrative text. The last, the researcher randomly assigned the participants to this research.

Journal 2 : 

Observations, interviews, and document analysis were used as the techniques for collecting data. The observations were conducted both in the classroom and on the online platform to reveal the instructional activities taking place in the two learning modes. The in-terview to the lecturer was carried out to probe the teaching and learning activities in the blended paragraph writing course, while the interviews to the six students were conducted to confirm the information gathered from the lecturer using open ended questions. Meanwhile, the document analysis was intended to get the support-ing data from several sources, such as syllabus and lesson plans. Two techniques were used to obtain the trustworthiness of data, namely triangulation and member check-ing. The triangulation in this study involved checking the information collected from different methods, namely observations, interviews, and document analysis, while member checking was done by taking the conclusion or information back to the par-ticipants so that they could determine the accuracy of the conclusion.

Result

Journal 1 : 

1.    First Advantage

All of the students felt the benefits of using digital comic in helping them writing narrative text. All of the students (100%) agree that teaching writing of narrative text through digital comic can increase their interest.

2.   Second Advantage 

Digital comic makes the material easy to understand. All of the students (100%) confirmed this statement.

3.  Third Advantage

There are 36 students (100%) who justified that digital comic can motivate them to learn.

4.   Fourth Advantage

The digital comic implementation is digital comic can improve their creative thinking ability. All of the students (100%) agree that the use of digital comic in teaching writing of narrative text can improve their creative thinking ability.

5.  Fifth Advantage

The result of the questionnaire informed that 100% of the experimental group have a perception that digital comic can gain their attention.

6.   Sixth Advantage 

digital comic implementation, all of the students (100%) expressed that digital comic can make the students more enthusiastic about learning.

7.   Seventh Advantage 

The last, the result of the questionnaire showed that the students gave the positive response to the implementation of digital comic. Three-quarters of the students (75%) stated that digital comic is appropriate to be used in their age

Furthermore, this research also revealed the disadvantages of the digital comic implementation. For the first disadvantage of the digital comic implementation, there are 5 students (13.9%) of the experimental group said that the use of digital comic in teaching writing of narrative text can make them lazy to read the text without a picture.

The result of the questionnaire showed that there are 2 students (5.56%) argued that the use of digital comic in teaching writing of narrative text can make them speak inappropriately

Then, as the last disadvantage that was found in this research, 11 students (30.6%) of the experimental group told that the use of digital comic is not better than the other media (for example video, audio etc.) for teaching writing of narrative text.

Thus, this research has found seven advantages and three disadvantages of the digital comic implementation in teaching writing of narrative text. These findings were in line with what have been said by the other researchers and expertise

Journal 2 :
This indicates that the use of blended learning had a positive effect on the students’ paragraph writing performance. The classroom time was efficiently used for the ex-ploration of paragraphs and techniques of writing process, and the writing activity were done on Schoology. It is in line with the study conducted by Ghahari and Ameri-Golestan (2013) that a blended learning method has created a more desirable condi-tion to enhance students’ writing performance.

- In journal 1 and 2 have different theoritical
- Have different result

JOURNAL REVIEW : METHODOLOGY

The case study was used as the research method in this study, which was conducted at the English Education Department of a university in Indonesia from May to July 2018. One lecturer and six undergraduate students of a paragraph writing class were purposively chosen as the participants. The six students were selected as the re-spondents among 27 students based on their level of writing competence; high, me-dium, and low, where each level was represented by two students. Observations, interviews, and document analysis were used as the techniques for collecting data. The observations were conducted both in the classroom and on the online platform to reveal the instructional activities taking place in the two learning modes. The in-terview to the lecturer was carried out to probe the teaching and learning activities in the blended paragraph writing course, while the interviews to the six students were conducted to confirm the information gathered from the lecturer using open ended questions. Meanwhile, the document analysis was intended to get the support-ing data from several sources, such as syllabus and lesson plans. Two techniques were used to obtain the trustworthiness of data, namely triangulation and member check-ing. The triangulation in this study involved checking the information collected from different methods, namely observations, interviews, and document analysis, while member checking was done by taking the conclusion or information back to the par-ticipants so that they could determine the accuracy of the conclusion.

Data were then analyzed using the Miles and Huberman’s interactive model (2014). Three major steps of the analysis consist of data condensation, data display, and drawing and verifying conclusions. Data condensation involves the process of se-lecting, focusing, simplifying, abstracting, and/or transforming the data from field notes, interview, documents, and other empirical materials. Data display is a com-pressed assembly of information that allows conclusion drawing and action, helping the researcher understand what is happening and to do something either to analyze further or to act. Drawing and verifying conclusions are carried out from the onset of data collection by identifying patterns, explanations, and causal flows. The three steps are interwoven before, during, and after data collection in parallel form.

JOURNAL REVIEW II - Literature Review

Hello there, welcome back to my blog!

This time i will review a journal again. But this time with different tittle and different case!

Check this out !

• Author       : Aggri Muhtia, Suparno, Sumardi
• Year           : 2018
• Publisher   : International Journal of Language Teaching and Education
• City            : Surakarta, Indonesia
• Tittle           : Blended Learning in a Paragraph Writing Course: A Case Study

Literature Review

2.1. Paragraph Writing

In academic writing, the goal of a paragraph is to support a claim or idea that helps build the whole purpose of the writing (Bryson, 2014). This implies that paragraphs play an important role in academic writing. Good paragraphing helps the reader un-derstand the text because ideas need to be organized to make them make sense, and “keeping one idea to one paragraph is the most basic rule of good paragraphing” (“Best IELTS preparation”, 2013). Zemach and Rumisek (2005) define a paragraph as “a group of sentences about a single topic” (p. 11), and the sentences explain the main idea of the topic.

Savage and Shafiei (2007) describe three elements of paragraph organization, namely the topic sentence, supporting sentences, concluding sentence. These ele-ments should be unified and need to be organized coherently. These may not be easy as students could find it challenging to find ideas to include in their writing, and thus students need clear guidance, positive feedback, and interesting ideas to write about (Zemach and Islam, 2007).

2.2. Blended Learning

Blended learning is an instructional approach which combines face-to-face learning with online learning (Garrison & Vaughan, 2008; Thorne, 2003; Macdonald, 2008). Dif-ferent scholars, however, propose different concepts about blended learning. Garrison and Vaughan (2008) assert that blended learning is not an addition of online learning into face-to-face learning but “restructuring and replacing traditional class contact hours.” Meanwhile, Thorne (2003) states that one learning type can be “a supplement to other types of training and learning” (p. 47). Among several models of blended learning in higher education identified by Twigg (2003), namely supplemental, re-placement, emporium, and buffet, Auster (2016) suggests that supplemental model and replacement model are seemingly the most relevant models of blended learning. The supplemental model seems to fit Thorne’s interpretation of blended learning while the replacement model suits the Garrison and Vaughan’s.

2.3. Process approach to writing

Zemach and Rumisek (2005) state that to create a good piece of writing a writer must go through several steps of the writing process. This process, which is called the pro-cess approach to writing, includes the steps of pre-writing, drafting, reviewing, and revising (Badger & White, 2000). Unlike the product approach which emphasizes on form, this process approach focuses on the facilitation of students’ writing. The role of a teacher is to guide learners through the writing process to develop strategies for generating ideas, drafting, and refining ideas (Hyland, 2003). He adds that this could be reached through providing pre-writing activities to generate ideas, brainstorming, and outlining.

Journal Review : The Result of Research

In this section i will show the result/the advantages of the research

The questionnaire was used in this research instrument in order to know the second aim in this research. The result of questionnaire revealed the advantages and the disadvantages of the  digital comic implementation in teaching writing of narrative text. 

1.    First Advantage

All of the students felt the benefits of using digital comic in helping them writing narrative text. All of the students (100%) agree that teaching writing of narrative text through digital comic can increase their interest.

2.   Second Advantage 

Digital comic makes the material easy to understand. All of the students (100%) confirmed this statement.

3.  Third Advantage

There are 36 students (100%) who justified that digital comic can motivate them to learn.

4.   Fourth Advantage

The digital comic implementation is digital comic can improve their creative thinking ability. All of the students (100%) agree that the use of digital comic in teaching writing of narrative text can improve their creative thinking ability.

5.  Fifth Advantage

The result of the questionnaire informed that 100% of the experimental group have a perception that digital comic can gain their attention.

6.   Sixth Advantage 

digital comic implementation, all of the students (100%) expressed that digital comic can make the students more enthusiastic about learning.

7.   Seventh Advantage 

The last, the result of the questionnaire showed that the students gave the positive response to the implementation of digital comic. Three-quarters of the students (75%) stated that digital comic is appropriate to be used in their age

Furthermore, this research also revealed the disadvantages of the digital comic implementation. For the first disadvantage of the digital comic implementation, there are 5 students (13.9%) of the experimental group said that the use of digital comic in teaching writing of narrative text can make them lazy to read the text without a picture.

The result of the questionnaire showed that there are 2 students (5.56%) argued that the use of digital comic in teaching writing of narrative text can make them speak inappropriately

Then, as the last disadvantage that was found in this research, 11 students (30.6%) of the experimental group told that the use of digital comic is not better than the other media (for example video, audio etc.) for teaching writing of narrative text.

Thus, this research has found seven advantages and three disadvantages of the digital comic implementation in teaching writing of narrative text. These findings were in line with what have been said by the other researchers and expertise

Conclusion

Based on the research questions which have been mentioned in the previous chapter, there are two conclusions made in this research. The first one is the effectiveness of using digital comic in teaching writing of narrative text. The second one is the advantages and the disadvantages of using digital comic in teaching writing of narrative text. The elaboration of each point is given below. First, the digital comic has been proven as an effective media to improve students’ writing ability in writing narrative text. This result was supported statistically by the computation of independent t-test using IBM SPSS Statistics v.24. Moreover, the experimental group scores in post test shown that their understanding of narrative text improved, especially in the content of the text. Second, the questionnaire analysis showed that the use of digital comic in teaching writing of narrative text has the big advantages than the disadvantages. The result of the questionnaire presented that all of the students agreed that teaching writing of narrative text through digital comic can increase their interest, make the material easy to understand, motivate them to learn, improve their creative thinking ability, gain their attention and make them more enthusiastic about learning. In addition,

almost all of the students agreed that the use of digital comic is appropriate for their age. Despite the advantages of digital comic which have been mentioned before, there are also some disadvantages of the digital comic implementation. The result of questionnaire revealed some students agreed that the use of digital comic in teaching writing of narrative text can make them lazy to read the text without pictures and can make them speak inappropriately. Additionally, some of them agreed that the use of digital comic is not better than the other media (for example video, audio etc.) for teaching writing of narrative text.

JOURNAL REVIEW 2 : THEORITICAL

Writing is an activity or work of writing
books, poems, stories and so on (Perrault,
2008, n.p). According to Winterrowd and
Murphy, as cited in Kurniawan and Fitrawati
(2014, p. 160) writing is defined as the stage
of transforming an idea into words on paper.
Writing also can be said as the ability to
create words and ideas, and also the ability to
criticize them in order to decide which ones to
use (Elbow, 1998, pp.7-8).
It has been reported that writing is one
of the crucial ways to deliver information
(Megawati & Anugrahwati, 2012, p.183).
National Centre for Education Statistics, U.S.
Department of Education, as cited in Nagin
(2006, p.70) explains that writing skill is very
crucial in all stages of life, from early
education to future employment. The
Department adds that in school students must
convey complex ideas and information clearly,
and proficient writing skills help students
convey ideas, deliver instructions, analyze
information, and motivate others.
There are some types of writing text; one
of them is narrative text. Narrative text is a
story which uses spoken or written language
(Anderson & Anderson, 1997, p.2). According
to Rebecca (2010, p.1), a narrative text is a
text which relates a series of logical, and
chronologically related events that are caused
or experienced by factors. In addition,
Djatmika and Wulandari (2013, p.3) define a
narrative text as a type of text which can
amuse the reader or the listener and also has a
moral value inside the story.
A narrative text has a structural
organization that includes orientation,
complication, and resolution (Djatmika &
Wulandari, 2013, pp.18-19). In addition,
Djatmika and Wulandari (2013, p.100) say
that narrative text itself has some textures,
which is preposition, conjunction, adverb,
adverbial phrase, adverb of time, noun phrase,
tenses (past tense and past perfect tense), and
also direct and indirect speech
Writing skill is one skill that needs to be
developed in English teaching. However,
Kharisma (2009, p.1) says that writing is more
complex than the other skills (reading,
listening and speaking). Writing narrative
text is also not easy for the student. Hence,
the English teachers need to find an
alternative way to help the students
improving their study skill (Kharisma, 2009,
p.1). One way to help student’s problem in
writing narrative text is by using digital
comic (Yunus et al., 2015, pp.54-55). Yunus
and Friends (2015, p.54) say that digital
comic can spur students’ interest to write. By
using digital comic, students can work
collaboratively as digital comic can be a great
collaboration tool (Yunus et al., 2015, pp.54-
55). This subsequently can improve students’
language skills.

JOURNAL REVIEW 3 : METHODOLOGY

In this section i will explain about the 'Method' that uses in this journal

Method 

This research was implemented in one Senior

High School in Garut. Two classes of tenth

grade involved in this research; X MIA 1 and

X MIA 2. The experimental group was X

MIA 1 and the control group was X MIA 2.

The participant of experimental group

consisted of 36 students, in which 11 students

of them were male and 25 students were

female, and the participant of control group

consisted of 35 students, in which 12 students

of them were male and 23 students were female.

This research employed a quantitative

research by using a true experimental design.

There are some reasons why the design was

selected by the researcher. First, a true

experimental design is commonly used in

educational research in order to establish

cause and effect relationship among the

groups of variable. Second, a true

experimental design was chosen by the

researcher to find out the effectiveness of

using digital comic in teaching writing of

narrative text. The last, the researcher

randomly assigned the participants to this

research.

This design took two groups as

investigated group, namely experimental

group and control or comparison group. Both

of them got different treatment. The experimental group received digital comic

used in teaching learning English as a

treatment. On the other hand, control group

received conventional treatment (without

using digital comic) in teaching learning

process. Both groups received pretest and

posttest to measure their writing scores.

The test which was used to collect

students’ score in this research was written

test. In the tests, the students were required

to write a narrative text based on a presented

topic. To acquire students’ writing score, a

scoring rubric formulated by Jacob, et al

(1981) was used in this research. The adapted

scoring rubric consists of five aspects, which

are content, organization, vocabulary,

language use, and mechanics.

Questionnaire was the second instrument

which consisted of 10 questions. A closeended

question is a question that contains a

set of answer that a respondent chooses

(Beins, as cited in Darmawan, 2013, p.25).

The questionnaire was given to the group

who got the treatment. This instrument was

used to analyze the advantages and the

disadvantages of using digital comic in

teaching writing of narrative text from the

students’ perception.

The questionnaires administrated in the

experimental group after the posttest. The

questions were about the students’ response

to the use of digital comic as media in

teaching writing of narrative text.

In addition, this research conducted in

four meetings. In the first meeting, the

researcher conducted a pretest. In the second

and in the third meeting, the researcher gave

the treatment to the participant. In the last

meeting, the researcher conducted a posttest,

but before the researcher did the research, she

administrated the pilot-test first.