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.