The Use of “Word-Processing” To Improve The Writing Skill of The 11 th Graders

THE USE OF “WORD-PROCESSING” TO IMPROVE THE WRITING SKILL OF THE 11 TH GRADERS

Onky Muhammad
English Education, English Department, Faculty of Languages and Arts, State University of Surabaya
onkymuhammad@mhs.unesa.ac.id

Dra. Theresia Kumalarini, M.Pd.

English Department, Faculty of Languages and Arts, State University of Surabaya
Theresiakumalarini@unesa.ac.id

Abstract
Being able to write in the target language is considered one of the successful language learner indicators
because writing is a complex productive language skill. It plays a great role in the process of learning new
languages. Computer Assisted Language Learning relies on any computer program to assist the language learners
learn their new languages. Word-processing as one of the CALL programs provides various features that could
assist learners compose a written text. This research takes 15 eleventh graders to be assigned to both pre and
post-test since this research has a one group pre-test post-test design. The treatment is conducted in 5 consecutive
meetings alongside with a project based learning being implemented. Then, the post-test is given to check the
output of the treatment. The difference in writing components appears significant implying that the word-
processing truly assists learners compose an analytical exposition text. Hence, it is now statistically proven that
the eleventh graders could compose analytical exposition text although in the curriculum the basic competence of
the related text is only limited into reading and listening.

Keywords: CALL, computer, word-processing, Microsoft word, writing, analytical expostition

Abstrak
Kemampuan menulis ini menjadi salah satu indikator pembelajaran Bahasa yang berhasil karena Menulis
adalah sebuah kemampuan produktif Bahasa yang rumit. kemampuan menulis ini memainkan perannya yang
sangat besar terhadap pembelajaran Bahasa baru. Computer Assisted Language Learning adalah teknik mengajar
yang mengandalkan program komputer untuk membantu para pembelajar Bahasa mempelajari Bahasa yang
diinginkannya. Word-processing yang mana adalah salah satu dari program yang termasuk dalam CALL
menyediakan fitur-fitur yang beraneka ragam sehingga dapat membantu dalam hal penyusunan sebuah teks tulis.
Penelitian ini mengambil 15 siswa kelas 11 yang selanjutnya akan diberikan pre-test dan post-test karena sesuai
dengan desain penelitian yang mana adalah ‘one group pre-test post-test design’. Pemberian perlakuan diadakan
selama 5 pertemuan beruntun dengan menggunakan model pembelajaran Project Based Learning. Lalu, post-test
diberikan untuk melihat hasil dari perlakuan tersebut. Perbedaan yang nampak pada komponen tulisan para siswa
cukup signifikan yang juga mengisyaratkan bahwa program word-processing sangat membantu penyusunan teks
analytical exposition. Oleh karena itu, sekarang telah terbukti secara ilmiah bahwasanya siswa kelas 11 mampu
membuat dan menyusun teks analytical exposition meskipun Kompetensi Dasar yang disediakan dalam
Kurikulum membatasi kegiatan pembelajaran yang berhubungan dengan teks tersebut hanya dalam lingkup
kemampuan reading dan listening.

Kata Kunci: CALL, komputer, word-processing, Microsoft word, menulis, analytical expostition

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 Header halaman genap: Nama Jurnal. Volume 01 Nomor 01 Tahun 2012, 0 - 216
INTRODUCTION
Writing is one of the
ways in expressing ideas
and in communicating
with others. Hence, the
importance of being able
to write must not be taken
lightly as it plays a great
role in the process of
learning new languages.
Therefore; being able to
write using target
language is one of
indicator of a successful
language learner. Writing
skill is considered to be a
crucial one for its
usefulness as what Spack
(1988) stated that writing
is the most important skill
that the teacher must
engage the students in.
However, teaching writing
is not as easy as it seems
for there are a bundle of
elements that the teachers
should keep an eye on.
Those elements of writing
make up the process of
writing which determine
the product of writing.
Özdemir and Aydın
(2015) proposed that
writing is a process of
discovery in which the
process plays a major role.
On the other hand, in
Indonesia English-
classroom teachers pay
less attention to the
process and focuses only
on the product of writing.
Moreover, the level of
acquiring knowledge
which is stated in
Permendikbud 104 (2014)
tend to be ignored. There
should be three levels
involved comprising
Factual, Conceptual and
Procedural. These three
levels play significant
However, in this era target language and ease
roles in a language
where technology the language acquisition
learning since the aim of
influences almost every process (Beatty 2013). In
English education is to get
aspects of life, including teaching writing, Zaini
the students enable to
Education. Computer and and Mazdayasna (2014)
communicate in English.
Smartphone are the most proved that CALL can
If the teaching process
dominated forms of improve students’ writing
stops in the factual or
technology that are mostly quality. Using computer
conceptual level, the
used by people. As program in composing a
students are likely unable
computers have entered text provides the language
to produce meaningful as
our very existence, they learners not only receive
well as accurate text.
could encroach to the feedback from the teacher
English teachers in
education level until they but also get a great help
Indonesia are also
become inseparable part from the computer. One of
unaware of the
of the education system. the most popular program
components of
Nowadays based on the of CALL is the word-
communicative
researcher’s observation processing. The word-
competence which are
to several high schools processing checks and
proposed by Celce-
and secondary schools, provides suggestion of the
Murcia, Dörnyei et al.
the teaching and learning correct forms of the
(1995) which consist of
process in a classroom flawed words as well as
grammatical competence,
rarely make use of the structures that students
sociolinguistics
technology. In fact, the have composed.
competence, discourse
technology offers Constantly, it seems that
competence, and strategic
abundant features and error in the text can be
competence. If those four
programs that may help decreased and in line with
competences are
students to acquire a new a better text can be
successfully acquired by
language. If those features produced. It will also raise
the students, the goal of
and programs are the students’ awareness of
English education will be
maximally used by the mistakes and errors
accomplished. Ignoring
English teachers then they they have composed so
one of the communicative
could bring up new ways that the error occurrence
competence is a crucial
of teaching English so that can be reduced. Hence,
matter that language
teaching and learning based on those reasons
teachers must not do.
process in a classroom and researches, the
Hence, the researcher
will never be the same researcher would like to
would like to minimize
anymore. As a result, the conduct a research related
the occurrence of those
students will likely get to the use of word-
problems by paying
even better achievements processing as a media to
attention to the process of
in English. Mozaheb, improve the writing
teaching language skill
Seifoori et al. (2013) also ability of eleventh graders
rather than to the product
stated similar idea that in Indonesia. However,
of it. Writing skill is the
computer-based or the researcher also wants
vital point of this research.
technological-based to find out to what
Therefore, the process of
English teaching rarely component of writing the
writing is the bottom line
occur. word-processing affects
of this experimental
Computer Assisted significantly. In this
research. Hence the
Language Learning research, the computer
teaching of writing that
(CALL) is any learning program that is used will
the researcher will carry
process in which language be Microsoft Word as a
out in this research is
learners take advantages word-processing. The
going to concern more on
of computer program to researcher is interested to
the process of writing.
help them to acquire the find out whether or not the
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 The Use of “Word-Processing” To Improve The Writing Skill of The 11 th Graders
word-processing can be
successfully applied or
implemented to English
learners by examining the
components of writing.
In addition, the
researcher is interested in
Analytical Exposition text
as a text taught during the
treatment. The analytical
exposition is used since it
contains arguments of the
writer as most of popular
texts do. The analytical
exposition test is only
exposed to Senior High
School students. However,
they are still not allowed
to create any exposition
text because the syllabus
limits their activity into
reading and listening as
KD 4.14 Therefore, the
researcher is eager to
prove that the senior high
school students are
actually able to create
such text. The use of
word-processing and the
process of writing are
expected to be able to
improve the writing
ability especially in
writing analytical
exposition text. Thus, in
this research, the bottom
line is combining the
word-processing program
and the process of writing
to teach Indonesian EFL
learners writing analytical
exposition text. In short,
the researcher question
how the students’ writing
skill after being exposed
to word-processing.
The implementation of
the treatment was
following the following
steps in free-activity of
project based learning
Free activities:
1. The participants Microsoft Word program computer program as a
create a text title which belongs to one of part of teaching and
based on the the CALL programs. learning never occurred.
topic given by Ary, Jacobs et al. In addition, among several
the researcher (2013) stated that there is 11th classes available in
using word- only one variable involved the target school, the XI-
processing. that should be considered MIA 6 was officially
2. The participants in conducting a pre- permitted to be taken into
compose a draft experimental research: it the research by the school
based on the title is Independent and committee. When the
they have created Dependent variables. It subject has already been
3. The participants was noticeable in this chosen, fifteen students
make a good use research of the use of were the exact number
of language word-processing, the taken as a sample that the
proofing and independent variable was researcher needed in order
spelling as well the treatment exposed to to be assigned to the pre-
as vocabulary the participants while the test section in which the
checker to create dependent one was the result revealed their text
the correct form student scores obtained quality before being
of sentences from the tests. treated specially by the
4. The participants The subject of the
use of word-processing.
revise their research were carefully
Their equality of English
composition selected from the state
Proficiency was
based on the Senior High Schools
considered to be already
researcher’s which have already
in equal state.
feedback applied the K-13 Since the design of this
Curriculum. Those school research was a pre-
METHODOLOGY were on the list because in experimental research
The research order to conduct this which relied on number,
conducted by the research, K-13 curriculum the most appropriate
researcher was one group was needed. It influenced instrument to be used in
pre-test post-test design the way researcher order to collect the
which also was included choosing the subject. required data was in form
into pre-experimental Moreover among those of test. While writing skill
research because the schools that have already was the vital point in this
researcher gave more applied K-13 curriculum, research, the test item
attention on checking if another consideration was needed to obtain the data
there was a significant that the result of the was in form of instruction
difference regarding the researcher pre-observation to assign the students
quality of the text which in which only those high writing a text based on the
comprising five writing school who have never topic given by the
components of one group used computer program as researcher. In other words,
which was directly a part of teaching and the instruments used for
influenced by a certain learning in the classroom this pre-experimental
treatment compared to were taken into the research were a post-test
that of before the research. and a pre-test. The
treatment (Ary, Jacobs et SMAN 2 Bangkalan participants’ ability in
al. 2013). This research was chosen as its composing an analytical
design was used because appropriateness to the exposition test was
the researcher was researcher criteria that measured through a pre-
interested in seeking out based on the English test in which the scores
the effect of teaching teachers’ claim which obtained were compared
writing by using stated the use of any to that of the post-test. A
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 Header halaman genap: Nama Jurnal. Volume 01 Nomor 01 Tahun 2012, 0 - 216

post-test was assigned in 2. The participants The analysis required the Finally, numbers
order to check whether the were taught in a help of SPSS program to provided by the
use of word-processing as computerized calculate the data calculation were
well as the process of way using word- statistically since this interpreted in chapter 4
writing really affected the processing as research depended on including the significance
student performance in well as the numbers. value as well as the mean
terms of composing process of Data Analysis Technique difference between tests.
analytical exposition text. writing in order Firstly, the total scores
The instruction of the to seek whether of student compositions RESULT
post-test was not the treatment did were processed through This part delivers the
significantly different affect their Independent Sample T- result alongside with the
from the pre-test. The test writing test. The analysis required discussion of the research
item given in both tests performance and two elements which were with the purpose of
were quite similar but the text quality the independent and the answering the research
length of the text created 3. The participants dependent variables. It question regarding the use
was different in which the were assigned to was understandable that of word-processing as a
pre-test only assigned one do the post-test the treatment was the media of teaching writing
up to two paragraphs yet which item was independent variable analytical exposition text
the post-test covered a exactly the same while the score was the to the eleventh graders of
text of analytical but they were not dependent one. Then, the SMAN 2 Bangkalan. The
exposition. allowed to use dependent variables which first part of this chapter
In collecting the data, word-processing were the scores obtained indicates the result of the
there were inseparable but a pen and a from the compositions research comprising the
steps and process paper instead. that the participants statistical calculation of
involved. In this research 4. The post-test composed during both both pre-test and post-test
which relied on data in were scored by tests were put into the then followed by further
form of number so that the two raters to calculation done by SPSS analysis on components of
calculation through SPSS avoid being bias. program. The result of the writing, which is the vital
could be conducted, it was In this research, calculation showed both point of this research. The
a necessity to extract the the researcher the mean and the second part is the
scores from the students’ worked as the significance level of the discussion which deals
compositions. Moreover, first rater while post-test. with strong reasoning why
the numbers were Secondly, the the result of statistical
the second one
obtained from the post- researcher broke down the calculation appears to be
was the English
test which were made post-test scores into scores so.
teacher in charge.
comparison with those of of each element of writing The Pre-test Result
5. The scoring
pre-test. Therefore, the in order to find out in This research took 5
process used
following steps were the which element the word- meetings. Each focused
rubric proposed
process how the data were processing affects the on the treatment given to
by Jacobs,
collected. most. Scores of each participants. They were
Zinkgraf et al.
1. The participants component scored in both exposed to writing
(1981) so that the
were given a pre- tests were analysed further analytical exposition text
required data
test to check their in order to figure out through the process of
comprising the
ability in which component writing using the word-
scores of all of
composing as improves significantly. processing. Moreover, the
the writing
meaningful and The calculation was teaching model used was
components were
accurate conducted through Project Based Learning in
obtained
analytical Independent Sample t-test which the students were
After the data were
exposition text of SPSS. The variables assigned to do a project
successfully obtained,
before being that were processed which was writing
further analysis was
exposed to the statistically were the analytical exposition text.
conducted so that the
treatment. scores from the post-test So, the teacher provided a
answer the research
and the pre-test.
question was revealed.

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 The Use of “Word-Processing” To Improve The Writing Skill of The 11 th Graders

Table 4 processing in this given. In addition, the

Component Scores research. participant was much
Component Group Score Sig 2- Mean
After being obtained, better in post-test by
tailed Differe the post test scores were scoring 28.23 while in the
value nce analysed and inter-rater pre-test they scored
Content Post 28.2333 .000 9.833 was needed in order to slightly lower score 18.40.
Pre 18.4000 check as well as to rate Statistically, the
Organization Post 18.6000 .004 3.333 them so that the reliability participants had
Pre 15.2667
of the data can be successfully attained
Vocabulary Post 18.2333 .000 2.033
Pre 16.2000 maintained. The inter- better performance in
Language Post 22.2667 .000 5.667 rater played an essential terms of the idea written
Pre 16.6000 role as a second rater that down in their writing after
Mechanics Post 4.3333 .530 .1333 measured the accuracy of the treatment. The mean
Pre 4.2000
the scores rated by the difference of both mean
topic to be developed into moderate level in terms of researcher. test was 9.83. Although
a project English proficiency. the value might be small,
The test took 60 Table 3 the calculation stated that
minutes to finish. In order Table 2
N Minimum Descriptive Statistics the difference between the
to preserve the reliability Content1 15 15.00 N Minimum Maximum pre and post-test was
of the research, a Organization1 15
Pretest 10.00 15 58.00 80.00 significant. The
statistical calculation was Vocabulary1 15 14.00
Language1 PosttestTotal
15 15.00 15 84.50 98.50 significant value was
done through SPSS which Mechanics1 15Valid N 15 obtained through the sig
aimed to seek the mean (2-tailed) value provided
scored by the participants. Table 2 revealed the After being processed by table 4. It clearly
Descriptive statistic result of the descriptive in statistical calculation, showed that the value was
calculation of SPSS was calculation comprising all table 3 showed the mean 0.005 which assuredly
in charge of calculating of the five components of scores of the participants indicated that the
the data. The result of the writing obtained from the registered in both the pre difference was significant.
statistical calculation was pre-test after being scored and the post-test activities. In terms of content of
shown on table 1 and 2. by the researcher. The The mean score scored by writing, the performance
scores were quite various the participant was 91.67 of the participants was
yet the means of the which appeared to be significantly getting better
scores of each component more convincing than that than that of they did in the
Table were
1 relatively lower or of the pre-test. The scores pre-test. Moreover, in
Descriptive Statistics
N Minimum
worse than the maximum were acquired from each terms of the organization,
Pretest 15 58.00 scores found in one of the test alongside with a they were able to pull off
Valid 15 participant who scored the sample consisting 15 such a magnificent
N
highest on table 1. participants. Based on the performance. The
After being calculated
The Post-test Result result of the calculation participants scored 18.60
statistically, the mean of
Post-test was shown on table 3, the which was the latter was
pre-test scores belonging
conducted in order to seek researcher assumed that slightly higher with 3.33
to the participants clearly
how far the treatment the performances of after deficit. Moreover, the sig
shown on table 1. In
affected on their writing being exposed to the (2-tailed) value supported
addition, table 1 revealed
skill by comparing the treatment was more the previous evidence that
that the mean was 70.20
scores acquired from the convincing as it was the difference between
yet the highest score
pre-test. In addition, in compared to that of before tests was significant. The
scored by one of the
doing both pre and post- the treatment. value was 0.007 which
participants was 90.00.
test, the whole At first, the researcher was much smaller than
Consequently, the result
participants were not analysed the content of 0.05. If the value was
of the calculation was
allowed to make use of the student writing as larger than 0.05, the
assumed if the participants
any help from any media shown by table 4. On difference was significant
were actually quite in
of learning English table 4, both mean of the So, the difference between
especially the word- pre and post tests were the performance in both

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 Header halaman genap: Nama Jurnal. Volume 01 Nomor 01 Tahun 2012, 0 - 216
tests was really
significant.
The participants scored
around 18 so it indicated
that they were able to
organize their idea well
with minimum errors.
Based on the rubrics of
Jacobs, Zinkgraf et al.
(1981) all of the
participants belonged to
the excellent range.
The treatment proved
its significant effect on the
vocabulary of the student
writing. The participants
scored 18.23 while in the
pre-test they only scored
16.20. The mean
difference was only 2.03.
Although the mean
difference was not too big,
the calculation showed
that the difference was
statistically convincing.
the mean score of the
post-test and the pre-test
belonged to the different
range of score proposed
by Jacobs, Zinkgraf et al.
(1981). The score of the
post-test was the least
score registered in the
excellent range, while the
score of the pre-test was
the average score
registered in the good
range. When it deals with
the vocabulary component
in which the word-
processing also provides a
particular feature to
support the students in
finding out new words,
the result of the previous
calculation claimed that
the word-processing
successfully influenced
the word variety used in
the composition as what
was shown on table 4.
The language
components scores of both
tests were actually good.
However, when it comes
to statistical calculation in
which their scores were
analysed, the result
revealed that the value of
the significant level
appeared to be significant.
On table 4, the participant
scored 22.27 while the
scores they created during
the pre-test was 16.60,
which was lower than the
former. So, it was clear
that the difference was
5.67 which was also
supported by the
independent sample t-test
on table 4. However,
16.60 was not that ‘bad’,
because it still belonged to
the good range of
language on Jacobs,
Zinkgraf et al. (1981). In
order to find out that the
mean difference was
statistically significant,
the researcher interpreted
the sig (2-tailed) value
which was 0.00. So it was
really significant based on
the independent sample t-
test calculation.
Similar to the content
and the organization
components, language
also had a significant
difference to show that the
participants outperformed
their own performances in
the pre-test since the
word-processing
supported their writing by
a particular feature called
grammar checking.
The last component of
all was mechanics. In
mechanics, the researcher
focused on the appropriate
punctuation, spelling, as
well as capitalization. In
this component, all of the
participants were almost
6
equal. It was proven by
the mean scores provided
on table 4 in which the
participants weren’t
getting better as the result
what they achieved in the
post-test was 4.33 while in
the pre-test they scored
4.20. The mean difference
was small, it was only
0.13. In addition, on table
4 the sig (2-tailed) value
was in line with the mean
difference that there was
no significant difference
since the value was only
0.53. So, it implied that
the mechanics was not
really affected and tended
to be in the same level.
They still made a few
misspelling and improper
punctuation In addition,
the scores that they
achieved, belonged to
good range on Jacobs,
Zinkgraf et al. (1981).
DISCUSSION
The ultimate goal of
teaching writing is to get
the students enable to
produce meaningful yet
accurate texts such as
essay, short-story, poetry
and many else. However,
in order to produce such
writing products, there is a
certain process that the
students should go
through. Those processes
are ways to minimize the
error occurrence in
student writing. Beside
the proper use of writing
processes, there are still
tons of ways that are
beneficial to teaching
writing as well as
minimizing the error
occurrence. One of them
is the use the right media
of teaching, experts have
developed a lot Medias of
teaching English
especially writing.
However, in this research,
the researcher made use of
word-processing as a
companion of processes of
writing in terms of
improving the student
writing skill especially in
analytical exposition text.
The research result in
this chapter showed that
in some of writing
components, the
participants outperformed
what they achieved in the
pre-test. The post-test
scores showed that they
created better text. In
general, they surpassed
their own text quality. It
was proven statistically
through Independent
Sample t-test. Moreover,
the eta-squared value
indicated that the effect of
the word-processing on
the improvement was big.
However, the researcher
cannot fully justify that
the significant effect
proved by the eta-squared
value was because of the
use of word-processing.
There are still unmeasured
external and internal
factors that might affect
the student performance
during the treatment. Yet,
the researcher confirmed
that more or less the eta-
squared showed that the
effect of using word-
processing as a media of
writing also contributed in
particular to the
improvement. Therefore,
by using this technique,
the writing skill of the
students might be
improved regardless how
 The Use of “Word-Processing” To Improve The Writing Skill of The 11 th Graders
significant the
improvement was.
In terms of content of
the writing, the
participants scored a
significantly higher score
in the post-test than that of
in the pre-test. Most of
their ideas were clear and
accurate, some of them
were not. It implied that
they were more aware to
the environmental and
nature phenomenon. They
paid more attention to the
latest information in mass
media so that their
schemata of a a feature dealt with
phenomenon were better
than that of before the
treatment. However, in
relation to the treatment
given in which the word-
processing is not provided
with a good feature that is
able to check the content
quality of a text, still their
content quality was
getting better. Based on
the researcher analysis,
the researcher assumed
that it was the vocabulary
and synonym checker
affected the students
verbalizing their idea.
Dealing with new words
during the treatment gave
the students a better
ability to verbalize their
idea.
Although in term of
the organization, the
participants didn’t scored
as well as in the content
component. They still
were able to organize their
idea well. It was proven
statistically that they
understood how it was
supposed to arrange their
idea. They knew well
about coherency and only
there was a few mistakes
occurred in their writing. during their writing
In this case, their process.
knowledge of the structure However, even though
of the text were improved the word-processing was
after the treatment so that provided with spelling
it was claimed that their checker, it didn’t really
ability to arrange their affect the knowledge
ideas into a good text of about mechanics of the
analytical exposition was participants in their
influenced by the use of writing. It is proven
word-processing statistically that both
In vocabulary scores that were extracted
component, the from their pre and post
participants scored more tests showing almost
convincing result since equal result with no
they were taught using significant difference.
word-processing in which Worse still, they were not
well-aware to the small
vocabulary was there. things in mechanics. Due
They were exposed to a to the lack of exercises
wider range of vocabulary and attention on the
with the help of the word- mechanics, the effect of
processing. They learned the treatment was not yet
about words they had seen.
never dealt with before. In short, the word-
Finding out and making processing is really able to
use of synonyms of daily provide assistance for the
word or common words students in composing
were their routines during analytical exposition text.
the treatment. Therefore, In line with Beatty (2013)
they were able to perform that teaching using word-
a better score than that of processing is truly and
before the treatment. now statistically
Language is one of the applicable in EFL
most crucial components classroom.
since it affects the reader
interpret a text. The
language deals with
tenses, subject verb- CONCLUSION AND
agreement and many SUGGESTION
grammatical aspects Conclusion
(Jacobs, Zinkgraf et al. As technology is
1981). In this research, the becoming more important
participant proved that in education, many
being accustomed to programs as well as
writing in a word- features have been
processing might help to developed to help
improve the language language learners to
component. They were acquire new languages.
made familiar with the Although technology
language checker feature offers many beneficial
that supervised their programs and features,
language component
7
English teachers in
Indonesia rarely make a
good use of it. Teaching
techniques and media
using technology
especially computers have
developed in the last few
years. Computer Assisted
Language Learning
(CALL) is one of the
techniques using
technology that is
renowned for being useful
to teach English. This
research focusses on
word-processing as one of
the programs belonging to
Computer Assisted
Language Learning. The
use of word-processing as
a media of writing is
expected to be able to
improve the writing skill
of the students. Besides,
many English teachers are
not relatively aware of the
process of writing.
Therefore, in this
research, the word-
processing is used as a
companion in teaching
writing through the
process of writing.
The results of the
research show how the
effect of the use of word-
processing on the
improvement of the
student writing skill.
Statistically it is found
that the combination of
word-processing and the
process of writing could
improve the writing skill
of the senior high school
students. It is now
statistically proven by the
post-test scores obtained
from the participants.
They successfully
outperforms their own
achievement in the pre-
test which still received
 Header halaman genap: Nama Jurnal. Volume 01 Nomor 01 Tahun 2012, 0 - 216
no special treatment.
However, the
improvement doesn’t
occur in every single
component of writing.
Therefore, the researcher
concludes that based on
the result, the word-
processing affects only
three components of
writing, those are: content,
organization, vocabulary
and language. The only
element which is not
significantly affected by
the treatment is the
mechanics. The
improvement occurs
because the word-
processing offers features
that are related to those
three components. In
addition, the organization
and the mechanics
components are not
affected by the treatment.
Suggestion
The researcher realizes
that there are still a lot of
parts to dig in this current
field. The use of more
advanced technology or
even different ways of
teaching or technique
which more student
oriented could be
considered to be included
in the next researches.
Moreover, the researcher
personally recommends
that the next researches
would like to find out to
what extent this treatment
affects the student writing
skill. In addition, based on
the result presented in this
research, the content
component has gone
relatively better in which
the researcher could not
find out even further
scientific reasons behind
it. The researcher still
questions if the
improvement of
vocabulary and the
grammatical mastery of
the students could ease the
students to verbalize their
thoughts. Moreover, the
organization as well as the
mechanics are not
significantly affected, so
in the next researcher in
the future could developed
the technique and the
media used in this
research that may improve
all of the components of
writing at once.
This research is
expected to be able to
enlighten the people that
the senior high school
students are able to
produce analytical
exposition text. As this
research showing the
statistical evidence, it
could make the English
teachers draw out the
writing ability of their
students especially in
creating a good analytical
exposition text. Although
the syllabus excludes the
basic competence of
composing an analytical
exposition text, it is
verified that students are
capable of doing it if an
appropriate teaching
strategy and technique is
implemented. It is
expected that the teachers
are able to give more
knowledge and practices
beyond what is written in
the syllabus. By having
the result of the research
revealed, it is suggested
that the English teachers
could extend the basic
competence 4.14 to the
creating activity which is
composing an Analytical A practical approach,
Exposition text in this Newbury House, Rowley,
case. MA.
In addition, there are
actually several points that Mozaheb, M. A., et al.
should be considered so (2013). "Effective Iranian
that the teaching and EFL Writing Teachers (A
learning using word- Technology-based
processing is able to be Framework)." Procedia-
Social and Behavioral
executed flawlessly: 1)
Sciences 70: 18-27.
Every computer must
have an exactly the same Özdemir, E. and S. Aydın
word-processing program (2015). "The effects of
such as Microsoft Word, blogging on EFL writing
2) The version of the achievement." Procedia-
Social and Behavioral
Microsoft office must be
Sciences 199: 372-380.
the same in every
computer for every Spack, R. (1988).
version may have "Initiating ESL students
different features and into the academic
developments and 3) The discourse community:
How far should we go?"
teachers must make sure
Tesol Quarterly: 29-51.
that the language set in
proofing tool is well-set in Zaini, A. and G.
all of the computers, if it Mazdayasna (2014). "The
is British English then no Effect of Computer
American English is Assisted Language
Learning on the
allowed to be set in the
Development of EFL
program. The teaching Learners’ Writing Skills."
and learning will not be Procedia-Social and
successful unless those 3 Behavioral Sciences 98:
points are executed well. 1975-1982.
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Introduction to research in
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