computer based communication

CHAPTER I

INTRODUCTION


A. Background of the Study


Language has a central role in intellectual, social and emotional development of learners and it supports the success of learning other subjects. Language learning is expected to be able to help learners to know and understand themselves, their cultures and other cultures. Language learning also helps learners to be able to express their ideas and feeling, to take part in society and even to use analytical and imaginative abilities that they posses ( Departemen Pendidikan Nasional, 2004 )
Language learning in the Competence Based Curriculum (CBC) was implemented ( Departemen Pendidikan Nasional, 2004) to emphasize communicative competence of the learners. Communicating here means understanding and expressing information, thoughts and feelings. Learners are supposed to have communicative competence, that is to have discourse competence, the ability to understand and to produce spoken and written texts which are realized in four language skills: listening, speaking, reading, and writing.
The learning and teaching process should aim at communicative competence. Communicative language teaching has been applied worldwide since 1960s. Savignon explains that “the goal of CLT is to increase communicative competence, which means being able to understand and interpret messages, understand the social contexts in which language is being used, apply the rules of grammar, and employ strategies to keep communication from breaking down” (Savignon, 2004)
Canale and Swain (1980) defined communicative competence in terms of four components:”
1. grammatical competence: words and rules
2. sociolinguistic competence: appropriateness
3. discourse competence: cohesion and coherence
4. strategic competence: appropriate use of communication strategies”
According to Bachman communicative competence consists of some combination of the following components ( Bachman 1990 ) “
1. Organizational competence ( grammatical and discourse)
2. Pragmatic competence ( functional and sociolinguistic )
3. Strategic competence
4. Psychomotor skill”

One of the models that was proposed by Celce Murcia , Dornyei and Thurrel ( 1995 ) which is in accordance with the theory that language is communication , not only a set of rules , consists of : actional competence , included listening, speaking, reading and writing; discourse competence; linguistic competence; socio cultural competence and strategic competence.
The real application in the learning and teaching process means that creative self- expression becomes more valuable than only learning a dialogue by heart. Expressing and understanding meaning and intention is important aspect. The focus of completing a syllabus is broadened from the mastery of grammar rules to discourse skill competence.
The learning process is carried out to help students to understand and produce various kinds of texts. What is meant by text here is any kind of communication form which is meaningful or has meaning. The ability to understand various kinds of texts tends to be improved because it is a receptive skill, while the ability to produce texts is more difficult because it is a productive skill. Producing text here means both speaking and writing skills. Learners find it difficult to speak English fluently and to write English well.
The English learning and teaching process in Senior High School 11 Purworejo in class XI Science has not implemente communicative language teaching entirely. SMA 11 Purworejo is a new school, established in 2005 and started in the academic year in 2005- 2006. It has 9 classes, 3 classes for the tenth grade, 3 classes for the eleventh grade and 3 classes for the twelfth grade. As a new school in Purworejo, the students who study in this school are those with the lowest score in the national examination in the regency. The junior high school graduates in 2006 sat 3 subjects in the national examination and students who enrolled in SMA 11 Purworejo had score ranging from 27 to 17, but most had 20 and 19. Their English scores in the national exam, however, varied from 9.20 to 4.80 which is shown in the following table.
Table1. Scores in English National Exam. 2005 of the students in Class XI in Science program
No Codes of students Score
1 001 7,80
2 002 6,40
3 003 4,80
4 004 7,80
5 005 5,00
6 006 5,00
7 007 6,00
8 008 8,20
9 009 5,20
10 010 6,80
11 011 6,00
12 012 4,80
13 013 6.80
14 014 5,60
15 015 6,20
16 016 5,80
17 017 9,20
18 018 7,00
19 019 5,80
20 020 6,40
21 021 5,00
22 022 5,60
23 023 5,20
24 024 7,60
25 025 5,40
26 026 5,60
27 027 5,80
28 028 4,60
29 029 6,60
30 030 6,20
31 031 5,40
32 032 6,60
33 033 5,40
average 6,37

From this table, it can be seen that students of class XI science program had an average score 6.37 . These scores in National examination were taken in May 2005. They, however, measure only reading ability in a written form. Students did the examination in written form and answered the questions by crossing the most suitable answer on the answer sheet. The score does not measure the ability to acquire active English skills like speaking and writing. The table shows that 2 students (6.6%) had good scores of more than 80. Four students (12.12 %) had good score 70 – 80 and the rest 10 students ( 30.30 %) have lower than 70 but remain above 60. Seventeen students ( 51.51 %) had scores under 60.
In class XI science program in SMA 11 Purworejo, however, the previous model of learning and teaching has given a clear result that students were not prepared to use the language. Students were not provided with the learning activities and chances to apply the language in the real lives. The students’ proficiency in speaking and writing is still very low, with only some students who are able to communicate in English. Most of the students do not have ability to speak and write English. The score in writing and speaking tests for the first two tests were very low. The following table shows the scores of writing tests for the first two tests taken in class XI science program.

Table 1 Writing score of the students for the first two tests in Class XI Science

No Codes of students Test 1 Test II
content coherence diction grammar performance Total content coherence diction grammar performance Total
1 001 1 1 1 1 1 5 2 1 1 1 1 6
2 002 1 1 1 1 1 5 1 1 1 1 1 5
3 003 2 1 1 1 1 5 2 2 1 1 1 5
4 004 2 1 1 1 1 6 2 1 1 2 1 7
5 005 1 1 1 1 1 5 1 1 1 1 1 5
6 006 1 1 1 1 1 5 1 1 1 1 1 5
7 007 1 1 1 1 1 5 2 1 1 1 1 6
8 008 2 1 1 1 1 6 2 1 1 2 1 7
9 009 1 1 1 1 1 5 1 1 1 1 1 5
10 010 1 1 1 1 1 5 1 1 1 1 1 5
11 011 1 1 1 1 1 5 1 1 1 1 1 5
12 012 1 1 1 1 1 5 1 1 1 1 1 5
13 013 2 1 1 1 1 6 2 1 1 1 1 6
14 014 1 1 1 1 1 5 1 1 1 1 1 5
15 015 1 1 1 1 1 5 1 1 1 1 1 5
16 016 1 1 1 1 1 5 1 1 1 1 1 5
17 017 2 1 1 1 1 6 2 1 1 1 2 7
18 018 1 1 1 1 1 5 1 1 1 1 1 5
19 019 1 1 1 1 1 5 1 1 1 1 1 5
20 020 1 1 1 1 1 5 1 1 1 1 1 5
21 021 1 1 1 1 1 5 1 1 1 1 1 5
22 022 1 1 1 1 1 5 1 1 1 1 1 6
23 023 1 1 1 1 1 5 1 1 1 1 1 5
24 024 1 1 1 1 1 5 2 1 1 1 1 6
25 025 1 1 1 1 1 5 1 1 1 1 1 5
26 026 1 1 1 1 1 5 1 1 1 1 1 5
27 027 1 1 1 1 1 5 1 1 1 1 1 5
28 028 2 1 1 1 1 6 2 1 1 1 1 6
29 029 1 1 1 1 1 5 2 1 1 1 1 6
30 030 2 1 2 1 1 7 2 1 2 1 1 7
31 031 1 1 1 1 1 5 1 1 1 1 1 5
32 032 1 1 1 1 1 5 1 1 1 1 1 5
33 033 1 1 1 1 1 5 2 1 1 1 1 6



Table 1 shows the students score in writing in the first semester class XI. Science program. The scores were taken based on the scoring criteria set up by Education Department of Indonesia in writing national examination. Each item is scored to a maximum of 3 meaning 5 items may score to 15. The score shows that students still have low competence in writing. Some difficulties that they face are in content, organizational beside in grammar, vocabulary and mechanic. They found it difficult to organize ideas in writing. They could not explore the topic they had into a sustainable writing. In writing, they could not make good organizational. They lacked creativity to use the language.
The low proficiency can also be seen from what the students in Class XI science program said about writing ability in interview taken on September 3 2007. The followings are what the students said:
“I want to be able to write English well. But the problem is I have no chances, I have no time to write, no place to publish and no forum to rehearse... and it is difficult to start” 023
“ I want to write English , but I don’t know what to write . I don’t know how to start and I have a lot of vocabulary that I don’t know” 018
“ I have ideas in Bahasa Indonesia but I can not write it in English “ 008
“ I am afraid to write English , I don’t know the rules and I don’t know what to write . But I am sure if I try I can write English well “ 027
Their low mastery of English are supported by the following factors in the field:
1. Wrong paradigm that writing English is limited in academic writing and it is very difficult
2. Lack of demand which claim students to use their English in written
3. Lack of learning process especially English class which requires the students to express their thought , ideas and feeling in written communication
4. Wrong assessment which assesses students competence only from reading.
Based on the above elaboration, Computer Based Communication is applied in Senior High School 11 Purworejo class XI science program to enhance the students’ competence in writing English. This model has been proven to be able to enhance the students’ competence in writing. Students experienced process in learning with Computer Based Communication which is useful in their real lives.They practiced, experienced and used their English language in learning. They applied what they learned and they improved a lot as they practiced.
B. Formulation of the Problem
Based on the identification of the problems, the formulations of the problems are:
1. How can students’ competence in writing English be enhanced?
2. Does Computer Based Communication enhance students’ competence in writing English?
3. How can Computer Based Communication be applied to enhance students’ competence in writing English?
4. How significant is Computer Based Communication in enhancing students’ writing competence?
D. Objectives of the Study
The objectives of the study are:
1. To know how high is the students’ competence in writing English
2. To know how to enhance students’ competence in writing English
3. To know how significance Computer based communication can enhance students’ competence in writing English
4. To know how students like the learning process using Computer based communication
C. Significance of the Study
The significance of study are:
1. To improve the students’ competence in organizing ideas
2. To improve the students’ competence in exploring a topic
3. To improve the students’ creativity in using the language
4. To enhance the students’ strategic competence
5. To enhance the students’ writing competence
6. To increase the students’ self confidence to use the language actively in written mode
7. To increase love learning to the students
8. To develop critical thinking of the students










CHAPTER II.
THEORETICAL FRAMEWORK

II.1 Communicative Language Learning and Teaching
Communicative language teaching emphasizes on pedagogical means for real life communication in the classroom. Students are expected to develop linguistic fluency, not just the accuracy. Teachers are concerned with how to facilitate lifelong language learning among the students, not just with the immediate classroom task. Every learning activity seeks to draw on whatever intrinsically sparks learners to reach their fullest potential.( Brown, 2000 )
According to Finocchiaro and Brumfit (1983, in Richard 2001) some features of Communicative language teaching are as follows:
1. The use of dialogue is not memorized but centers around communicative functions.
2. Language learning is learning to communicate
3. Reading and writing can start from the very beginning
4. The desired goal is communicative competence i.e. the ability to use the linguistic system effectively and appropriately.
5. Teachers help learners in any way that motivates them to work with the language.
Based on those features of communicative language teaching, the role of teachers to motivate the students to use the language is very important. Teacher has to find any learning activities that encourage students to use the language, to communicate and to get the communicative competence as the desired goal of learning the language. It is strengthened by Richard that the emphasizes of communicative Language Teaching is on the processes of communication, rather than mastery of language forms. (Richard, 2001)
According to Richard and Rodgers the learning and teaching activities in Communicative Language Teaching are unlimited activities which are compatible with communicative approach. The activities are designed to enable students to attain the communicative objectives of the curriculum, engage students in communication, and require the use of communicative processes. The activities may include information sharing, negotiation of meaning and interaction. (Richard and Rodgers, 1986)
II.2 Computer Based Communication
In this digital era, the use of computer to store, exchange and publish information is widely applied in any field of life. Withers, Kenneth (2001) explained that in a world in which information is increasingly created, communicated, manipulated, and stored using computers, it stands to reason that disclosure, document exchange, and discovery in civil litigation would also take digital or electronic form. Computer-based documentation and communication is now the preferred mode of business operation.
Researchers at the University of California made a startling announcement. According to their estimates, 93 per cent of all information created during 1999 was in digital form. Only seven per cent was created using non-computerized media, such as paper (Lyman, 2000).
Talking about computer based communication can not be separated from discussing about Call. CALL is an approach to teaching and learning foreign languages whereby the computer and computer-based resources such as the Internet are used to present, reinforce and assess material to be learned. Computer based communication which is newly applied in education now is internet based. The World Wide Web was launched in 1992 reaching the general public by 1993, opening up new possibilities in CALL.

Why should we computer based communication? Some reasons underline the use of computer based communication in education are: Why do we use Technology for schoolers? Holly Cooper explained as follows:
1. Modify presentation of learning media to compensate for sensory and motor deficits (such as screen magnification, voice output, and braille translation, switch activated software)
2. Facilitate interaction with peers and others
3. Provide opportunities for recreation and leisure activities
4. Practice and enhance performance of cognitive concepts
5. Assist children in participating in activities of daily living and self care
Other reason to apply computer based communication are stated by Withers (2001) as follows :
Digital documents, on the other hand, are virtually impossible to eliminate entirely. The 'delete' key on a computer does little more than alter the file name and remove it from the computer's list of active files. The file can be recovered using common computer utility programs or off-the shelf software. Bits and pieces of documents are scattered throughout a typical computer hard disk, and can almost always be recovered. Outside of the originating computer, copies of the file are likely to appear on other computers on the network, removable storage media, portable devices, and backup tapes, frustrating all attempts to destroy a document, or execute a rational document management.
According to Brown, some advantages of using CALL in learning is to have peer editing in writing class. This can be done by exchanging diskettes or material on networked computers. Students can do peer editing in drafting the composition. Email is also one alternative to enable students to have actual communication with individuals around the world. Another activity in using CALL based on internet is web page design. Students make their own web page to do learning activities. This activity promotes activities like composing and designing and collaborating with other students. (Brown, 2001)

II. 3 Teaching Writing and Writing Competence
Teaching writing according to Brown has to emphasis both on process and product. The product of writing is after all, the ultimate goal, but the process is the way to reach the goal. The process of writing includes prewriting, drafting, revising and editing (Brown, 2001)
In teaching writing based on Communicative Language Teaching, students are encouraged to develop their own ideas, offers their own critical analysis and find their own ”voice” ( Brown, 2001)
Writing is not a simply a matter of putting words together. It is a recursive process. Calderonello and Edwards state that in writing, a writer behave recursively, he must double back his writing- altering content, making changes in organization and wording, rethinking a text at every level- in order to communicate his thesis to the readers.( Cardelonello and EDwars, 1978)
Further Cardelonello and Edwards explain that the process of writing consists of inventing, planning, revising, editing and publishing. In inventing, students can apply some techniques to generate ideas. These techniques can be brainstorming, treeing a topic, using 5W+iH or Journalistic questions. Drafts are essential in development and structure and that has to reveal the writers’ intention. In revising, writer adds, deletes, omits or changes the draft. The nest step is editing. Editing gives the chance to edit the writing in mechanic such as spelling and punctuation. The last is publishing that is to exhibit writing product to readers. (Cardelonello and EDwars, 1978)


























CHAPTER III

RESEARCH METHODOLOGY


A. Introduction of Research Methodology

This research is a classroom action research which is done in the classroom by a teacher during the learning and teaching process. It is the qualitative research which is supported by quantitative data. This chapter will discuss the classroom action research.
"Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice." - John Elliott
Action Research is a process in which participants examine their own educational practice systematically and carefully using the techniques of research. It is based on the following assumptions:
1. teachers and principals work best on problems they have identified for themselves;
2. teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently;
3. teachers and principals help each other by working collaboratively;
4. working with colleagues helps teachers and principals in their professional development.
Wallace states that classroom action research is an empowering way for teacher development . it creates a new kind of dependency. It can be collaborative or team based research. Teachers should share the process and the results of the investigation in some way or publication. The important thing is that the processes involved are helpful to the practicing teachers’ reflection. The aim is not to turn teacher into researcher but to help him or her to continue to develop as a teacher. (Wallace, 1998)
Nunan (1989) provides a checklist, adapted from Cohen and Manion (1985, pp. 220-221), for action research projects:
1. Identify a problem. It is important that the problem be narrow and focused.
2. Develop a plan to carry out the research, discussing and negotiating with other teachers, advisors, and outside experts.
3. Review at least some of what has already been written about the issue in question.
4. Restate the problem in the form of a hypothesis or research question; discuss the assumptions underlying the research project.
5. Select research procedures, materials, resources, etc.
6. Choose the best way to evaluate your results.
7. Collect data, analyze it, and evaluate your project.
8. Interpret the data and feed the information and insights back into your own teaching and to others, perhaps in the form of a workshop or a written report.

The CAR process includes seven manageable steps. Instructors may complete small projects within a single semester, while projects more ambitious in scope might require planning ahead or collecting data over several semesters
Step 1: Identify a question. A good question has three major qualities. First, the question is significant to your classroom situation; that is, you think that it might make a difference in student learning. Second, the research findings will lead to action, such as keeping or changing a teaching strategy. Third, the question should lead to a project that is feasible in terms of time, effort, and resources.
Step 2: Review the literature. You need background information on your question, but a brief review of secondary sources is adequate for these purposes. One good source of information is general books on teaching, often available through your teaching and learning center.
Step 3: Plan a research strategy. There is no single best strategy for data collection. Depending on your research question, you might gather data about individual students or an entire class
Step 4: Collect data. This data could be quantitative (e.g. test scores, grades, survey results) or qualitative (e.g. dialogue from focus groups or class discussions).
Step 5: Analyze data. The goal of data analysis is to look for patterns.
Step 6: Take action based on results. Your research findings should inform your teaching decisions. If the new strategy increases student learning, you would continue to use it in that teaching context.
Step 7: Share your findings. Teaching can be a solitary activity, with successes and failures rarely acknowledged to others.
B.Type of Study
This study concerns on using role play and imaginative situation to enhance speaking and writing competence in class XI science program SMA 11 Purworejo. This study is a classroom action research.

C. Site and Subject
C.1 Site:
The setting was class XI science program of Senior High School 11 Purworejo. This site was chosen to be the site of the research because this is the class where the researcher teaches, as the characteristic of classroom action research is the teacher became the researcher in her/ his own class. Other reasons are this class is good class with motivated students, but most of the students still have low speaking and writing competence.
Senior high school 11 Purworejo is a new school, located in Butuh subdistrict, Purworejo regency, Central Java. It is about 17 kilometers from Purworejo westward toward Kebumen. It is in suburb area, 500 meters from the mayor road to Kebumen. It has 10 classes with 377 students and 50 teachers and staff.
C.2 Subject:
The subject of the research were 33 students of Class XI science program, consisted of 13 boys and 20 girls, aged 16 up to 18 years .
D. Design of Study
D.1 Description of the Cycles
The research was conducted in one year from July 2007 up to June 2008. The research is conducted in 3 cycles, with each cycle lasts for about 4 months. The following table shows the scenario of the cycles:
Table 2. Design of study, done in 3 cycles in academic year 2007/ 2008
No Cycle Activity Time
1 Cycle I 1. Introduction to writing technique
2. Generating ideas
3. Making draft
4. Making blog
5. Uploading writing product
6. Revising on line / off line
7. Editing on line / off line
8. Commenting other writing
9. Reflection July – November 2007
2 Cycle II 1. Discussing reflection in cycle I
2. Make improvement based on the reflection
3. Generating ideas
4. Making draft
5. Uploading writing product
6. Revising on line / off line
7. Editing on line / off line
8. Commenting other writing
9. Reflection
10. Face to face program 1 December 2007- March 2008
3 Cycle III 1. Discussing reflection in cycle II
2. Make improvement based on the reflection
3. Generating ideas
4. Making draft
5. Uploading writing product
6. Revising on line / off line
7. Editing on line / off line
8. Commenting other writing
9. Reflection
10. Face to face program 2 April –June
2008
D. 2 Teachers Plan :
D.2.1 Preparation:
1. Make groups to work in the class
2. Prepare media needed for Computer based communication
3. Make job description to each group
4. Explain the goal and target of each steps in Computer based communication
5. Record the program when it is being carried out in the class
6. Make the evaluation sheet and observation
7. Do the evaluation of the program

D.2.2 Implementation:
1. Teacher gives the explanation of program to carry out the Computer based communication
2. Students perform the activities by developing, arranging , building and organizing the ideas
3. Students exhibit the students writing
4. Students revising, editing , commenting the writing of the class
5. Teacher evaluate of the program

D.2.3 Reflection:
In each cycle, there is reflection or evaluation program. It is done by students and teacher to make evaluation on what have been doing in the learning and teaching process to make better process. Reflection will evaluate the following:
Does CBC:
1. improve the students’ competence in organizing ideas ?
2. improve the students’ competence in exploring a topic ?
3. improve the students’ creativity in using the language?
4. enhance the students’ strategic competence ?
5. enhance the students’ writing competence?
6. increase the students’ self confidence to use the language actively in written mode?
7. increase love learning to the students?
8. develop critical thinking of the students?
and some questions asking personal students’ opinion of CBC:
1. Is the program good for students?
2. Is the program easy to carry out?
3. Is the program practical?
4. Is the program giving a lot of progress?
5. Is the target of the program obtained?
6. Is there some better ways to obtain the target?
7. What do the students gain?
8. What is not good in the program?
9. What do the students want?
10. How should the program run?

E. Data Collecting Technique
The data collecting technique which is used in this classroom action research are quantitative and qualitative. Quantitative data use test scores in test scores in writing. The criteria are taken from the one set up by the Education Department of Indonesia in the national examination 2003. The qualitative data is taken through interviews and questioners.
E.1 Quantitative Data
Quantitative data were taken from writing scores. Writing scores were taken from students writing product from draft to up loaded writing on the sites. Criteria for scoring were set up in evaluation for writing assessment, including content, organization, vocabulary, grammar and mechanic. This is adopted from Brown evaluation system in writing (Brown, 2002, p. 358). Criteria for scoring for writing test: each item from content, organizational, diction, grammar and mechanic is scored 1 to 3. These criteria were adopted in speaking and writing assessment from Malley. (Malley, 1996) the criteria for each score from 1, 2, and 3 are described below:
Content:
1. Not clear. Little elaboration many digression
2. Clear idea but not elaborated and some digressions
3. Focus on central ideas with elaboration
Organizational:
1. Not clear in purpose, not orderly organize from beginning, middle and end
2. Clear in purpose but not orderly organize from beginning, middle and end
3. Clear in purpose and orderly organize from beginning, middle and end
Vocabulary:
1. Not controlled, sentences halted and choppy
2. Vocabulary basic and not purposefully selected.
3. Vocabulary less precise and information chosen less purposeful
Grammar:
1. Shifts from one tense to another, errors in convention
2. Some errors with infections, agreement and word meaning
3. Mostly standard inflections, agreement and word meaning
Mechanic:
1. Misspells even simple words, little formatting evident
2. Some errors with spelling and punctuation that detract meaning
3. Mostly effective use of mechanics, errors do not detract from meaning

E.2 Qualitative data
Qualitative data were taken through questionnaire and interview, done 3 times, once in each cycle, to 33 students in class XI science program. The questionnaire was about students’ personal feeling, attitude and goal drives in learning English with Computer based communication. The questionnaires were distributed on November 2 2007, February 15 2008 and May 5 2008. The answers were calculated and presented in numbers and percentage. The questionnaires were given to students to get the students responses, feelings and attitudes toward the using of role play and imaginary conversation in learning English. Interviews were done to add the data so that questions were based on the questionnaires. The questionnaires were adopted from Malley’s self awarness of writing.( Malley, 1996). The interviews were done also to find out what the students responds, feeling and attitude toward role play and imaginary conversation in learning English. Interviews were done to 3 students 3 times , so there were 9 interviews during the research each was done at the same day with the questionnaires given to students, that is on November 2 2007, February 15 2008 and May 5 2008 .





Chapter IV
RESEARCH FINDINGS AND DISCUSSION

A. General Description of CBC Implemenation in Class

Computer Based Communication is the use of internet facility offered by the advance of information and communication technology . there are many facilities offered by the information and communication technology , they offer ease and features any time. These can be used to facilaitate our English learning. Making personal web site is one easy way that can accomodate students’ need in learning English. Students can access these facility in www.blogger.com, www,multiply.com, www.wordpress.com and other provider.
CBC using personal website is an alternative to apply communicative langauge learning based on informtion and communication technology ( ICT ) which has not widely known in english learning in Indonesia. This model is applied in Senior High School 11 Purworejo, Class XI science program
Every student join in a group of 6 students , they make a personal site to upload the writing product. Students write their ideas based on the students teacher conference . the use of personal site or blog is using media by utililation, it means that the media ( internet ) is not intentionally created for learning media but it can be found and used for learning purpose. The use of media included internet will contribute significantly to the effectiveness of learning to gain the learning objectives.
Computer based communication ( CBC ) focuses on the improvement of written communication. As there are two types of communication based on the mode, spoken and written, written communication demands students to be able to express ideas , thought and feeling in written form. Computer based communication ( CBC ) gives unlimited forum for students to practise writing or to make written communication. CBC enables students to write , produce writing product through internet , based on information and communication technology to be read, published and corrected by all the members of the class even students from all over the world.
Some reasons underline the use of Computer Based Communication ( CBC ) in Class XI science program with 33 students are:

1. Computer Based Communication ( CBC ) is a very effective communicative langauge learning. It is contextual and challenging for students. It is still new model in Indonesia , not widely used in learning but has already been known by teenagers.
2. the use of internet as learning media is collaboration and real step to make use the ICT lesson that students get at school
3. The internet access is easy. Most schools can get the internet access with cheap cost. Even students can go to internet center with cheap rate .
4. Computer Based Communication ( CBC ) with personal blog / site or class blog / site , enables students to publish their writing product which can be read by public so that students can think and act globbally.
5. With CBC , the process of learning writing is in accordance with portfolio model that is to produce writing product students have to experience some steps from conferencing, drafting, revising, editing and publishing . the process can be done on line and off line.
6. CBC accomodates the process and the steps in port folio writing as CBC enables students to edit the uo load writing product in web.
7. With CBC students improve their English proficiency in vocabulary, grammar, genre , spelling, diction and expressing ideas.
8. Students get motivated and fun. They are excited to have writing class.
9. With CBC , students get many links and relationship from other school. Even in SMA 11 Purworejo students join international cyber class and they have
face- to- face program with students from Malaysia and Philipine


B. The Implemetation

1. Students are introduced with the right steps in writing
2. Students generate ideas with many ways and make students- teacher conferencing
3. Students make draft
4. Students in group make their personal site , the very simple site or blog like in www.multiply.com or www.blogger.com, or www.wordpress.com or www.plasa.com and other domain provider. Students have to remember their pass word to log in when they want to post new writing product later.
5. Students post their writing product after finishing making their home page
6. Students can make the draft at home / off line to save time and up load later
7. Students can see and have their writing product as soon as they up load them the posted writing can be seen suddenly by other students in the class
8. Students do the 2 steps that is generating ideas, planning or drafting in class
9. Students do revising and editing on line after their writing published
10. students discuss and evaluate their writing considering five items to corncern : content, organizational , vocabulary, grammar and mecahnic.
11. Teacher made class’ blog to keep all the data and serve as the administartor.
12. teacher evaluate the students’ blog.
13. Students made face to face program with other schoola who have collaborated in CBC actively.

C. Research Finding and Discussion
The application of Computer Based Communication gave significant contribution to enhance students’ writing competence in class XI science program Senior High School XI Purworejo. The data analysis and the finding give the proofs that students can enhance their competence in writing English after the learning and teaching process in the class . The students can be involved in using the language and they experience various stimulation which trigger them to use the target language in learning. The data analysis are the result of the questionnaires and interviews, and the students scores in writing tests . the findings of the research are as follows :

Tabel I. The result of the observation of students’ responses towards the learning using Computer Based Communication to enhance the writing competence. The questionnaires were given three times on November 2 2007, February 15 2008 and May 5 2008
No Statement Respond Cycle I Cycle II Cycle III
Total % Total % Total %
1 I like learning English Agree 10 30,30 19 57,57 26 78,78
Not sure 9 27,27 6 18,18 2 6,6
disagree 14 42,42 8 24,24 3 9,9
2 I am a good writer Agree 4 12,12 14 36,36 24 72,72
Not sure 13 39,39 10 30,30 7 21,21
disagree 16 48,48 9 27,27 2 6,6
3 I can express my ideas well in writing Agree 6 18,18 17 51,51 23 69,69
Not sure 13 39,39 8 24,24 9 27,27
disagree 14 52,52 8 24,24 4 12,12
4 I can organize ideas well in writing Agree 9 27,27 17 51,51 23 69,69
Not sure 8 24,24 6 18,18 5 15,15
disagree 16 48,48 10 30,30 5 15,15
5 Computer based
communication helps me a lot in expressing ideas Agree 11 33,33 15 45,45 26 72,72
Not sure 12 36,36 7 21,21 3 9,9
disagree 10 30,30 6 18,18 4 12,12
6 Computer based
communication helps me practice writing Agree 13 39,39 19 57,57 24 72,72
Not sure 11 33,33 8 24,24 5 15,15
disagree 9 27,27 6 18,18 4 12,12
7 I like to learn collaboratively and cooperatively with friends Agree 14 42,42 18 48,48 26 78,78
Not sure 8 24,24 7 21,21 4 12,12
disagree 11 33,33 8 24,24 3 9,9
8 Writing helps me a lot to master good English Agree 12 36,36 20 60,60 25 75,75
Not sure 8 24,24 5 15,15 4 12,12
disagree 13 39,39 8 24,24 4 12,12
9 I like to write in English at home, in the class or in internet Agree 10 30,30 17 51,51 22 66,66
Not sure 9 27,27 8 24,24 6 18,18
disagree 14 42,42 8 24,24 5 15,15
10 I like to show my writing to friends and others Agree 12 36,36 17 51,51 25 75,75
Not sure 13 39,39 9 27,27 5 15,15
disagree 8 24,24 5 15,15 3 9,9

This table shows the result of the observation of students’ responses towards the learning using Computer Based Communication to enhance the writing competence. The questionnaires were given three times in three cycles. After students were exposed to Computer Based Communication in learning writing in cycles 1, they were given the questionnaires to get description on how they learnt writing English with Computer Based Communication. The questionnaires consisted of 10 items, which were arranged to find out students responds. From the first statement “I like English”, found that most of the students feel like English in the third cycles after they have been learning using Computer Based Communication. Fourteen students who “disagreed “turned to agree or not sure. It was found that 26 students stated that they like learning English. Students feeling can be observed from these questionnaires.
From the second and third item, students were asked to respond to two statements, that they could express their ideas easily in writing and whether they were good writer Only few students 10 ( 33,33 % ) stated that they could in the first cycles. Having been exposed for almost 8 months, most of them, 23 students (69.69 % ) stated that they could express their ideas easily when they were stimulated, given situation, and asked to write.
How students like Computer Based Communication to help them learning to write can be concluded from statements 5 and 6. Computer Based Communication can stimulate them to write. Computer Based Communication can generate students ideas, help them express the ideas and encourage them to practice writing with the internet as the media . Twenty four students (72.72 % ) stated that they could express their ideas well and make them practice writing through Computer Based Communication. Students’ attitudes toward the use of Computer Based Communication were positive.
Students’ preference to write English increased after they had undergone the process in cycle 1, cycle 2 and cycle 3. They found that they felt the joy of writing. They were motivated to write English. Students had goal to learn English, they could write English better. Students had positive responses to Computer Based Communication in learning to write English. They were encouraged to write and to share their writing with other people. They felt self confident to share their writing on webs. They liked to work collaboratively with friends. They appreciated other students’ work as well as their own works.
Students found themselves have opportunities to share their writing with other students, not only from one class but also with students all over the world. They wrote and shared the web with some schools out side the country.
These students’ responses are also strengthened with the interview. Interviews were done 3 times to 3 students. The interview questions were the same with the items in the questionnaires. The interview gave proof about the students’ responses to the use of Computer Based Communication to enhance students’ writing in English. Students found that Computer Based Communication help them to write well because they experienced the true process of writing from drafting, revising, editing and publishing.
The students’ competence in writing increased. The scores indicate increase from cycle 1, 2 to cycle 3. Students’ competence in writing was scored on 5 items, content, organizational, diction, grammar and mechanic. The most difficult item for students was content. They lacked ideas to write. They experienced great progress in cycle 2 and 3 on the first item. The second item, organizational item, also showed significant increase. They made increase in vocabulary, grammar and mechanic. The following table shows the scores in writing taken from the tests in cycle 1, 2 and 3 for writing.

Tabel III : Students score in writing products in three cycles


No Nama Siswa Cycle I Cycle II Cycle III
content organizational diction Grammar mechanic total content organizational Diction grammar mechanic total content organizational diction grammar mechanic total
1 001 2 1 2 1 2 8 2 2 2 2 2 10 3 2 2 3 2 12
2 002 2 2 2 2 2 10 2 3 3 2 2 12 3 3 3 3 2 14
3 003 2 2 2 1 2 11 3 2 3 2 2 12 3 3 3 2 3 14
4 004 2 2 2 1 2 9 2 2 2 2 2 10 3 2 3 3 2 14
5 005 2 2 2 1 2 9 3 2 2 2 2 11 3 3 2 2 2 12
6 006 2 1 2 1 1 7 2 2 2 1 2 9 2 2 2 2 2 10
7 007 2 2 1 2 2 9 2 3 2 1 2 11 2 3 3 3 2 13
8 008 2 1 2 1 2 8 2 2 2 2 2 10 3 2 3 3 2 13
9 009 2 2 2 1 2 9 3 2 3 2 2 12 3 3 3 2 3 14
10 010 2 1 2 1 2 9 2 2 2 2 2 10 2 2 3 3 2 12
11 011 2 2 2 1 2 9 3 2 2 2 2 11 3 2 3 3 2 12
12 012 2 2 2 2 2 10 2 2 3 2 2 11 3 2 3 3 2 13
13 013 1 1 2 1 2 7 2 2 1 1 2 8 2 2 2 2 2 10
14 014 1 2 2 1 2 8 2 2 2 1 2 9 2 2 2 2 2 10
15 015 2 2 1 1 2 8 2 2 2 2 2 9 3 2 2 2 2 11
16 016 2 2 2 2 2 10 2 3 2 3 2 11 3 3 2 3 2 13
17 017 2 2 2 3 2 11 3 2 3 2 2 13 3 3 2 3 3 14
18 018 2 2 2 3 2 11 3 3 2 2 2 12 3 3 2 3 3 14
19 019 2 2 2 2 2 10 3 3 2 2 2 12 3 3 3 2 3 14
20 020 2 2 2 2 2 10 3 2 2 2 2 11 3 3 2 2 2 12
21 021 2 2 2 1 2 9 2 2 2 2 2 10 2 3 2 3 2 12
22 022 1 2 2 1 2 8 2 2 2 2 2 10 3 2 3 2 2 12
23 023 1 2 2 1 2 8 2 2 2 2 2 10 2 2 2 2 2 10
24 024 2 2 2 2 2 10 3 2 2 2 2 11 3 3 2 2 2 12
25 025 1 2 2 1 2 8 2 2 2 2 2 10 2 2 2 2 2 10
26 026 2 2 1 2 2 9 2 2 2 2 2 10 3 2 2 2 2 11
27 027 2 2 2 2 2 10 3 3 2 3 2 13 3 2 3 3 3 14
28 028 2 2 2 2 2 10 3 3 2 2 2 12 3 3 3 2 3 14
29 029 2 2 2 2 2 10 3 2 2 2 2 11 3 3 2 2 2 12
30 030 2 2 2 1 2 9 2 2 2 2 2 10 2 3 2 3 2 12
31 031 1 2 2 1 2 8 2 2 2 2 2 10 3 2 3 2 2 12
32 032 1 2 2 1 2 8 2 2 2 2 2 10 2 2 2 2 2 10
33 033 1 2 2 1 2 8 2 2 2 2 2 10 2 2 2 2 2 10
Average

The scoring system is adopted from national examination assessment from Education department 2003 . each item is scored 1 up to 3 . There are 5 items scored so the highest score will be 15. The detailed descriptions of the scoring criteria for writing are as follows:
Content:
1. Not clear. Little elaboration many digression
2. Clear idea but not elaborated and some digressions
3. Focus on central ideas with elaboration
Organizational:
1. Not clear in purpose, not orderly organize from beginning, middle and end
2. Clear in purpose but not orderly organize from beginning, middle and end
3. Clear in purpose and orderly organize from beginning, middle and end
Vocabulary:
1. Not controlled, sentences halted and choppy
2. Vocabulary basic and not purposefully selected.
3. Vocabulary less precise and information chosen less purposful
Grammar:
1. Shifts from one tense to another, errors in convention
2. Some errors with infections, agreement and word meaning
3. Mostly standard inflections, agreement and word meaning
Mechanic:
1. Misspells even simple words, little formatting evident
2. Some errors with spelling and punctuation that detract meaning
3. Mostly effective use of mechanics, errors do not detract from meaning

B.1 Cycle I from September – November 2007
Before doing cycle I teacher did the preparation . The preparation or planning included the followings :
1. Make groups to work in the class
2. Prepare media needed for Computer Based Communication
3. Explain the goal and target of each step
4. Record the program when it is being carried out in the class
5. Make the evaluation sheet and observation
6. Do the evaluation of the program
The scenario of the implementation of cycle I is :
1. Introduction to Computer Based Communication
2. Generating ideas
3. Making draft for writing
4. Doing the writing project
5. discusing the writing product
6. Revising writing product
7. Editing
8. Commenting other writing
9. Reflection

In cycle I , students were introduced to the target of free writing first . They were exposed to some models of free writing that could trigger their motivation and ideas to write.
Here are some parts of students writing in If I model .
If I were a butterfly
If I were a butterfly, I would fly so high with my friends. I would dance in the sky. I would show to the world that I have two beautiful wings. I would fly so far, I would fly around the world, until I tired. I would perch in Tulip flower. I would suck all flowers in the tulip garden. Oh I would be in Holland

I surfeited, I would perch in a chair which in the tulip garden. Suddenly a man sit in there. I know him. He is Van Persi . He is a football player in Arsenal Club. He is very handsome. I like him, I would perch in his hand and I would say “ I love you “

Most of students writing had the same problems in 5 items scored for the competence. Diction and grammar were the biggest problems for students. In this writing , 017 could not make the imagination of the man sitting on the garden bank in the past form and the activity in the past future form , she should write , If suddenly Van Persi sat on the bank of the garden , I would perch on his hand and I would say : I love you.
017 then after making draft of her writing will up load in the group site and together with friend she would up load the writing in their home page. Students would open their home page together and put the writing product in the web. Other students could revise and give suggestion on the writing, this step is called peer editing. Another example is 020’s writing. Here it is.
If I were A doctor
If I were a doctor and I have a lot of money, I would build a hospital in the village. With my friends I would help all sick person who they haven’t money and also persons who have physical defect. I would help them until they healthy. Beside that I would build a block of house for poor people in the village so they can feel live with happy
Thank you very much.

In her writing, She tried to use the correct grammar, she used past tense and past future. But she failed in some sentences. She used have, and can. From the ideas, she had good ideas about her imagination. She also used good diction but still failed in choosing good words for some terms like with happy instead of happily.
She and her friends in the group up loaded the writing product, showed it to the whole class and asked the revision or comment from friends. She had her own group to work together. The process of uploading, revising, editing, reading other writing, commenting other writing were the process of right steps in teaching writing.
.
Students made reflection after they finished cycle 1. The following questions are the reflection questions.
Does CBC:
1. improve the students’ competence in organizing ideas ?
2. improve the students’ competence in exploring a topic ?
3. improve the students’ creativity in using the language?
4. enhance the students’ strategic competence ?
5. enhance the students’ writing competence?
6. increase the students’ self confidence to use the language actively in written mode?
7. increase love learning to the students?
8. develop critical thinking of the students?
and some questions asking personal students’ opinion of CBC :
1. Is the program good for students ?
2. Is the program easy to carry out?
3. Is the program practical?
4. Is the program giving a lot of progress?
5. Is the target of the program obtained?
6. Is there some better ways to obtain the target?
7. What do the students gain?
8. What is not good in the program?
9. What do the students want?
10. How should the program run?
It was found from students’ and teacher’s reflection that students could organize ideas better. They could explore a topic wider. Students become more creative in using the language. They could write English better because they experience the right steps to write texts. After experienced with generating ideas, students were taken to the computer lab together to write their draft, and up load their writing product in the web. They also read and see the other groups’ site to learn the writing up loaded by others’ group. In this activity, students learn from their own sites , from other groups’ site and from teacher’s site.
Students’ self-confidence and critical thinking increased. These conclusions were taken from the increase of the students score in writing tests compared to their scores before they used CBC in writing class. For the whole result of the writing score, 33 students got more than 7.5 from the total score 15. Students’ scores for writing tests. Before they used CBC, the average writing scores was 5.13 and 5.49, and their average score for writing test after they used CBC in cycle 1 was 5.95. Students made increase in their scores
It was also found from students’ reflection that students thought it was good for them, practical to carry out, clear for them, gave them a lot of progress. They wanted more practice on writing through website. . Some students stated that they liked writing but they were afraid to make mistake and up loaded their writing in site openly meaning that other people could see their mistakes. They felt embarrassed if they made mistake in writing and other people and students saw it. also stated that they still found it difficult to use the correct word to express their thought and feeling. They needed vocabularies or target words to be discussed first before writing. They wanted to learn the linguistic feature which might be used in the writing. They proposed to write more at home off line not at school in limited time. Some of students also wanted to try more and practice more on how to make site, up load pictures and give comment on line.

B.2 CYCLE 2 from December 2007 – February 2008
The scenario of cycle 2 is as the following:
1. Discussing reflection in cycle I
2. Make betterment based on the reflection
3. Generating ideas for writing
4. Making draft
5. Writing in computer , making the product
6. Discussing the
7. The writing product
8. Revising
9. Editing writing product
10. Commenting other writing
11. Reflection
12. Face to Face program 1
Students and teacher discussed the reflection of cycle 1. Based on the reflection of cycle I, students and teacher made improvement. In cycle 2, students wanted to practice more but they felt afraid. They needed vocabularies or target words to be discussed before writing. So in cycle 2, before writing, students were exposed to target words or list of words which might be used or might appear in the writing process. They were given more practice in writing as homework at home.
In second cycle, students were exposed to pictures and they were asked to write their ideas based on the pictures. One of the examples : For “in this picture” students were exposed to a picture of a computer, they were asked to imagine that they could get inside the computer like in “ Lorong waktu “ film, the computer was something like “time machine” and they could see the detail of what would happen in their time machine some time in the future. Students could imagine what would happen to their lives or somebody else’s life in the future.
The result was very good. Students got various ideas to express. They didn’t get difficulties in exploring the ideas. They were so motivated to write. Here are two examples of students writing.
My time machine in 2020
In 2020, I will work hard in a big city. I will have much experience in work. Then I become rich person and have much money, and I have money friends who are very kind hearted . I will create some place to work in Indonesia country. I will make Indonesian people better than before. I will not forget to SMA 11 Purworejo. I will give much money to build our school. I will meet my teachers who are very friendly, kind hearted and have spirit in teach. I will say thank to SMA 11 and the teachers in SMA 11. Then SMA 11 become favourite school in Purworejo regency. I will married with a girl who is beautiful, tall, long hair , friendly, kind hearted , clever. She loves me just the way I am. Then we will live happily.

001, in his writing succeeded to express his ideas well. He could explore his imagination about his future life from the exposed picture: computer as time machine. He failed to use correct sentence in some verbs like in teach instead in teaching, I will married instead of I will marry or I will get married.
Another example is from 007 Here is his writing
My time machine in 2020
In 2020, I will become richest people in my village. I can’t believe it but I will become real. I will have big and beautiful house. I will live with my family in that house. I will have luxurious car, some motorcycle, and I will have vast rice field until 3 hectare and some other, all of those because I want take effort seriously. Beside that I will can build my village become clean and comfortable village……

He could express his ideas well. He made some mistake in vocabulary like people instead of person, and grammatical mistake like I will can , instead of using I will be able to. He tried to elaborate his imagination clearly and he was consistent in using present future in his writing.
Having got learning experienced with generating ideas, students were taken to the computer lab together to write their draft, and up load their writing product in the web. They also read and see the other groups’ site to learn the writing up loaded by others’ group. In this activity, students learn from their own sites, from other groups’ site and from teacher’s site.
In cycle 2, Students’ average scores for writing tests before they used CBC were 5.13 and 5.49, and their average score for writing test after they used role play and imaginary conversations in cycle 1 was 5.95. In cycle 2 students score for writing was 70.94. Although students made increase in their scores, teacher should pay more attention in organizational and vocabulary. Students still made little progress in these two items compared to other three items. From cycle 1 there were increase 12 score for content, 9 for organization, 3 for vocabulary, 12 for grammar and 12 for mechanic.
Based on these findings, teacher should introduce target vocabularies in building of the field stage. Teacher should give more examples and explanation in modeling stage. Teacher should give more explanation on the target grammar. However they still should pay more attention to organization and grammar.
B.3 Cycle 3 from March – May 2008
The scenario of cycle 3 is:
1. Discussing reflection in cycle II
2. Make improvement based on the reflection
3. Generating ideas
4. Making draft
5. Uploading writing product
6. Revising on line / off line
7. Editing on line / off line
8. Commenting other writing
9. Reflection
Cycle 3 was conducted for three months from March 2008 up to May 2008. The proposed model in cycle 3 were “the doctors say “and “literary based” in this cycle, students had been accustomed to role play and imaginary conversation. They were more ready and motivated to play and to write. They had been familiar with the rules and the model. They worked better.
Based on the reflection in cycle 2, they wanted to be exposed with more vocabularies and target linguistic features which might be used in speaking and writing activities in cycle 3. So students were exposed to the register about health and medicine and register about tales and stories. The register given to the students before speaking and writing activities were like : medicine, hospital, doctor, midwife, nurses, see the doctor, make agreement, drugstore, disease, illness, suffer, headache, toothache, stomachache, take the medicine, injection, blood pressure, weak, fever, phenomenon , accident, wounded, need help, oxygen , transfusion, etc. students were also introduced to some utterances which might be used like : what can I do for you, what is your problem, you have to have bed rest, you have to stop smoking, you should avoid these food etc. for tales and stories , students were exposed and introduced to registers like : fairy , king, queen, prince, princess, crown, war, beautiful, wicked, evil, wife, party, election, rule, govern, poor , common people, revenge, kind hearted etc.
Students found it easier to express their ideas after being exposed and introduced first to the register. They could express their ideas well. The target linguistic features were also introduced. Their writing got better and they made less grammatical mistakes. In speaking, they found themselves more confident and more relax to perform in front of the class.
Students’ scores for writing tests before they used CBC were 5.13 and 5.49, and their average score for writing test after they used CBC in cycle 1 was 5.95. In cycle 2 students score for writing was 70.94, and in cycle 3 was 81.3.
The other activity of the CBC program was face to face program. It is the program to meet other students from other country. It was not done by all students but only some who could afford the flight. Face to face 1 was done on March 2007, late from the schedule. Three students went to Olongapo City National High Schools to have home stay for 10 days to study English with other students in Pilipines. The second face to face program, 21 students and teachers from Malaysia and Pilipines went to Purworejo to saty for 4 days and meet students . The third face to face program was done late , in August 2008. an English teacher and 2 students went to Malaysia to join Youth Summit conference in Kuala Kangsar Malaysia.
In general for the whole class, CBC made great changes and contributed significant increase in students writing competence in Class XI science program Senior High School 11 Purworejo.









Chapter V

Conclusion and suggestion


A. Conclusion

Based on the classroom action research in learning and teaching process , the application of Computer Based Communication ( CBC ) to enhance students speaking and writing competence , it is concluded that Computer Based Communication ( CBC ) :
1. Showing the students’ competence in writing English. The students competence in writing can be mapped and concluded from their writing and the map can be used as data and information to be evaluated and developed
2. Enhance students’ competence in writing English. These include (a) improve the students’ competence in organizing ideas, (b) improve the students’ competence in exploring a topic, (c) improve the students’ creativity in using the language, (d) and enhance the students’ strategic competence
3. Significant in enhancing students’ competence in writing English. There is significant increase in students writing competence score from the data : Students’ scores for writing tests before they used CBC were 5.13 and 5.49, and their average score for writing test after they used CBC in cycle 1 was 5.95. In cycle 2 students score for writing was 70.94, and in cycle 3 was 81.3.
4. Increase students preference in learning English using Computer based communication. CBC increases the students’ self confidence to use the language actively in written mode, increase love learning to the students and develop critical thinking of the students

B. Suggestion
As learning English is focused in communicative competence now, the teaching and learning process has to provide students chances, situation and learning condition which can make students use their English. For teachers, (1) it would be very challenging to apply CBC in teaching . Students will get opportunity to express their feeling, thought, mind and will in using the language and share with other people in internet. (2) teacher should encourage students to practice in writing as language is a habit. (3) teacher should explore more ICT use for learning . (4) teacher should promote other students’ sites to share and learn (5) teacher should provide students with more learning experience which will be very useful for students . Give students more chance to experience learning in writing many topics relating to their lives (5) teacher should give forum or place to publish and exhibit students writing to make them appraised which in turn will encourage them to write (6) teacher should share the experience and teaching finding in teaching forum with other English teachers,.
CBC is a way to practice in teaching to enhance students’ competence in writing. Let us apply it in teaching and still try to find better way to enhance students’ competence in English which will lead to the development and betterment of education in our schools, our regency and our country.