Teaching Writing | ScienceGate

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

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Improving Grade VII Students’ Achievement in Procedure Text Through Still Pictures

REGISTER Journal of English Language Teaching of FBS-Unimed ◽

10.24114/reg.v2i4.706 ◽

2013 ◽

Vol 2 (4) ◽

Author(s):

Berta Ito Lubis And Tina Mariany Arifin

Keyword(s):

Quantitative Data ◽

English Teachers ◽

Alternative Media ◽

Teaching Writing ◽

Writing Achievement ◽

Total Percentage ◽

Procedure Text ◽

The Subject ◽

Writing Tests ◽

Orientation Test

This study was conducted as an attempt to improve students’ writing achievement in aprocedure text by using Still Pictures. The method of the study was Classroom ActionResearch with two cycles and six meetings. The subject of the study was the students ofGrade VII students’ MTs. S. Syahbuddin Mustafa Nauli. The research was conducted intwo cycles and each cycle consists of three meetings. The instruments for collectingdata were taken from writing tests as quantitative data. The result shows theimprovement of the students’ score from orientation test to Cycles I and II tests. Themean of the students’ score for orientation test as Test I was 50.41, Cycle I test was66.25, and Cycle II test was 85.41. The total percentage of the improvement fromOrientation test to Cycles I and II tests was 99.2 %. It can be concluded that the use ofStill Pictures improves students’ achievement in writing a procedure text. Thequalitative data taken from Observation Sheet and Diary Notes show that the students’were enthusiastic and attracted in writing a procedure text because the Still Picturesencourage their creativities and ideas to write better. For English teachers, it issuggested to use Still Pictures as one alternative media of teaching writing a proceduretext.

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Research and Teaching: An Integrated Model for Teaching Writing in the Introductory Laboratory

Journal of College Science Teaching ◽

10.2505/4/jcst18_048_02_40 ◽

2018 ◽

Vol 048 (02) ◽

Cited By ~ 1

Author(s):

Scott Bonham ◽

Kolton Jones ◽

Brian Luna ◽

Lance Pauley

Keyword(s):

Integrated Model ◽

Teaching Writing ◽

Research And Teaching

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THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

Journal of English Education Program ◽

10.26418/jeep.v1i1.39998 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Uray Ryan Hermawan ◽

Clarry Sada ◽

Yanti Sri Rezeki

Keyword(s):

Action Research ◽

Learning Process ◽

Teaching Writing ◽

Chronological Order ◽

Tenth Grade ◽

Diary Writing ◽

Research Findings ◽

Field Notes ◽

Teaching Learning ◽

Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

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