THE EFFECT OF INTERACTIVE WHITEBOARD ON STUDENTS' ATTITUDE AND WRITING PROFICIENCY

DIAN NDARU PURWANTI, 12510174015 (2019) THE EFFECT OF INTERACTIVE WHITEBOARD ON STUDENTS' ATTITUDE AND WRITING PROFICIENCY. [ Thesis ]

	Text Cover Lengkap.pdf Download (387kB)
Preview	Text Abstrak.pdf Download (220kB) | Preview
Preview	Text Daftar Isi.pdf Download (114kB) | Preview
Preview	Text Bab I.pdf Download (123kB) | Preview
Preview	Text Bab II.pdf Download (320kB) | Preview
Preview	Text Bab III.pdf Download (323kB) | Preview
Preview	Text Bab IV.pdf Download (3MB) | Preview
Preview	Text Bab V.pdf Download (103kB) | Preview
Preview	Text Bab VI.pdf Download (110kB) | Preview
Preview	Text Daftar Pustaka.pdf Download (259kB) | Preview

Abstract

ABSTRACT Dian Ndaru Purwanti. 2019. The Effect of Interactive Whiteboard on Students’ Attitude and Writing Proficiency, English Language Education, Magister English Language Education, State Islamic Institute Of Tulungagung. Keywords : Interactive Whiteboard, Prewriting, Attitude The march of technology has carried every aspect of learners‘ lives in its folds and it definitely contributes a great deal to the English language teaching and learning process. The inevitable employment of technology in education has propelled teachers to adopt new pedagogical approaches, strategies, tools, materials, and equipment and integrate them with technology in a way that fulfils the needs of their students as digital beings. The recent technologically instructional tool is the Interactive Whiteboard, which facilitate the learning and teaching processes. The present study aimed at examining the effect of the Interactive Whiteboard (IWB) in pre-writing activities and its respective effects on the development of ideas and the use of topic-related vocabulary words in the writings of Indonesian English Foreign Language students in one of the English Language School in Kediri (EF Kediri). It also investigated the Indonesian EFL students‘ attitudes towards writing when the IWB and was employed in pre-writing activities. As such, the current study studied the progress of three control groups (n = 69) and three experimental ones (n = 65) in six classes which teach English as a first foreign language. The participants in both, the control and experimental groups, were asked to write about the same writing prompt in order to identify their writing performance before they received any prescriptive treatment. Afterwards, the control group received traditional prewriting instruction in which the teachers developed ideas with the students about the writing topic and introduced topic-related vocabulary words as pre-writing activities through traditional instruction. The experimental group, on the other hand, received prewriting instruction via IWB which provided students with pre-writing activities that enabled them to develop adequate ideas about the writing prompt and to acquire topic-related vocabulary words. The data collection comprised the participants‘ pre-post test scores and three questionnaires. Quantitative data were analyzed using the SPSS. The findings of quantitative data analysis indicated the effectiveness of the IWB in enhancing students‘ development of ideas and proper use of vocabulary words in essay writing. They, also, reported to have positive attitudes of students towards the use of IWB in prewriting instruction and towards writing when the IWB was used in the writing class.

Actions (login required)

View Item