THE EFFECTIVENESS OF SCHOOLOGY TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

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Ummy Khoirunisya' Masyhudianti
Ngadiso Sutomo
Suparno Suparno

Abstract

This is a quasi-experimental research with a 2x2 factorial design that was conducted at even semester of tenth grade students of SMA Batik 2 Surakarta in the academic year of 2017/2018. The sample of this research was two classes namely experimental class taught using Schoology (S1) and control class taught using Picture Series (P2). Each class consists of 26 students, so the total sample is 52. The sample was obtained by implementing cluster random sampling technique. Each class was divided into two groups each of which consisted of 13 high creative students (H) and 13 low creative students (L). The data of this research were obtained from writing test to find out students’ writing scores. Then, the data were analyzed by using 2x2 Multifactor Analysis of Variance ANOVA  and Tukey test. The results show that the mean scores of HS1 is 85, HP2 is 73.62, LS1 is 72.31, and LP2 is 72.69. As a result, the research findings reveal that: (1) Schoology is more effective than Picture Series to teach writing; (2) High creative students have better writing skill than low creative students; and (3) There is an interaction between teaching media and students’ creativity in teaching writing.Keywords: Schoology, Picture Series, Writing skill, Creativity, Experimental Study

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