scholarly journals Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students

2019 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Tan Xin Yu ◽  
Wan Muna Ruzanna Wan Mohammad
Keyword(s):  
21St Century ◽  
Writing Skills ◽  
Structured Interview ◽  
21St Century Learning ◽  
Student Centered Learning ◽  
English Writing ◽  
Writing Skill ◽  
Before And After ◽  
Post Test ◽  
The Mean

21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

Improving English Writing Skill Through Critical Reviews

2021 ◽  
Vol 1 (01) ◽  
pp. 16-23
Author(s):  
Dwi Lia Rakhmasari
Keyword(s):  
College Students ◽  
Qualitative Data ◽  
Language Use ◽  
Main Subject ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Special Time ◽  
Critical Reviews

Some challenges are faced by college students in dealing with writing in English. It was worse for collage students who did not have English as their main subject. Students admitted that they did not have special time to practice writing in English. It made students had difficulties in writing in English since learning writing in English without practice would never be successful. Those became big obstacles for college students as writing is one of important English skill. This study aimed to overcome that problem by using critical reviews. Critical reviews could become a media to improve English  writing skill. This study was a classroom action research. The data analysis procedures in this study were categorized into quantitative and qualitative data. Qualitative data was taken from interview and quantitative data were taken from tests. The result of the study showed that critical reviews could become the effective alternative media to improve English writing skill. It was proven by the improvement of the students’ mean score category from pretest and post-test.  The mean score in content aspect improved from 18.01 became 22.22. The mean score in organization aspect improved from 11.24 became 15.58. The mean score in vocabulary aspect improved from 10.82 became 14.24. The mean score in Language use aspect improved from 9.81 became 14.96. The mean score in mechanics aspect improved from 3.20 became 4.06. Besides, from the interviews students also showed positive attitude toward the use of critical reviews.   Beberapa tantangan dihadapi oleh mahasiswa dalam menulis dalam bahasa Inggris. Hal ini lebih buruk bagi mahasiswa yang tidak menggunakan bahasa Inggris sebagai mata pelajaran utama mereka. Mahasiswa mengaku tidak memiliki waktu khusus untuk berlatih menulis dalam bahasa Inggris. Hal ini membuat mahasiswa kesulitan dalam menulis berbahasa Inggris karena belajar menulis dalam bahasa Inggris tanpa latihan tidak akan pernah berhasil. Hal tersebut menjadi kendala besar bagi mahasiswa karena menulis merupakan salah satu keterampilan bahasa Inggris yang penting. Penelitian ini bertujuan untuk mengatasi masalah tersebut dengan menggunakan tinjauan kritis. Tinjauan kritis dapat menjadi media untuk meningkatkan kemampuan menulis dalam bahasa Inggris. Penelitian ini merupakan penelitian tindakan kelas. Prosedur analisis data dalam penelitian ini dikategorikan menjadi data kuantitatif dan kualitatif. Data kualitatif diambil dari wawancara dan data kuantitatif diambil dari tes. Hasil penelitian menunjukkan bahwa tinjauan kritis dapat menjadi media alternatif yang efektif untuk meningkatkan kemampuan menulis dalam bahasa Inggris. Hal itu dibuktikan dengan peningkatan kategori nilai rata-rata siswa dari pre-test dan post-test. Rerata skor aspek content/isi meningkat dari 18,01 menjadi 22,22. Rerata skor aspek organization/pengaturan meningkat dari 11,24 menjadi 15,58. Nilai rata-rata aspek vocabulary/kosakata meningkat dari 10,82 menjadi 14,24. Nilai rata-rata aspek penggunaan bahasa meningkat dari 9,81 menjadi 14,96. Nilai rata-rata aspek mechanics/mekanik meningkat dari 3,20 menjadi 4,06. Selain itu, dari wawancara siswa juga menunjukkan sikap positif terhadap penggunaan tinjauan kritis.   Kata Kunci: Peningkatan, Keterampilan Menulis dalam Bahasa Inggris, Tinjauan Kritis

scholarly journals Improving The Tenth Grade Students’ Writing Skill By Using Picture Series

2016 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Dwi Pratiwi
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
English Language ◽  
Writing Achievement ◽  
English Writing ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research

AbstractAs a foreign language, English language is not easy to study by students in every grade. Many students cannot understand their materials because they have perception that studying English is very difficult for them. Writing is one of important components in language skills. On the other hand, it is considered difficult by learners including the students of SMA N 1 Sedayu especially class X IIS 3. The students’ writing achievement was still low. To solve this problem, the researcher did the classroom action research. The objectives of this research are describing the improvement of students’ writing skill through recount text using picture series, analyzing the students’ interests in writing skill through recount text using picture series, and finding out how far the improvement of the students using picture series in writing skill through recount text. This research involved 32 students from tenth grade of SMA N 1 Sedayu. In this research, to get the data researcher gave questionnaires, did observation, interview and tests. A classroom action research was used in this research to overcome student’s problem in writing skill. The mean in pre-test and post-test showed a different number. The mean of the pre-test was 61.7 which was still low score because the KKM is 75. Afterwards, the researcher conducted the next treatment, then did post-test and the mean of the students’ score was increased into 77,7. Besides, students also showed different interest in their learning English especially English writing skill.

scholarly journals The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua

2016 ◽  
Vol 2 (2) ◽  
pp. 45
Author(s):  
Wa Lisda ◽  
Muhammad Asfah Rahman ◽  
Haryanto Atmowardoyo
Keyword(s):  
Control Group ◽  
Seventh Grade ◽  
Writing Ability ◽  
English Writing ◽  
Significant Difference ◽  
West Papua ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is conducted to find out: (1) whether the use of  Macromedia Flash Animation  enhance  students'  writing  skill  or  not;  (2)  the  students'  interest  in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' English writing skill at the seventh-grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on  the  questionnaire,  it  is  found  that  the  mean  score  is  80.15  which  was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between students’ interest and students’ writing ability. Specifically,  the  research  result  indicates  that  Macromedia  flash  animation  is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.

scholarly journals TEACHING RECOUNT TEXT THROUGH QUANTUM TEACHING STRATEGY TO IMPROVE STUDEBTS' WRITING SKILL

2021 ◽  
Vol 8 (1) ◽  
pp. 22-31
Author(s):  
Pinkan Ubro ◽  
Deane J Wowor ◽  
Nurmin Samola
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Writing Skills ◽  
Know How ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Written Test ◽  
Learning English

The aim of this study is to find out whether or not Quantum Teaching Strategy are effective to help students enhance their writing skills. This study was carried out at SMA Negeri 1 Manganitu. The research used quantitative research. Hopefully, this research can be useful to provide information to teachers in teaching and learning activities so that teachers are more creative and know how to improve students' curiosity, to gain students’ interest in learning English in class. The population of this research was the students of SMA Negeri 1 Manganitu and class X that consisting of 20 students was taken as sample. This study used a pre-experimental, pre-test, and post-test design with only one group. The researcher gathered data by asking students to complete a written test firstly also known as pre-test the apllied Quantum Teaching Strategy, secondly delivered with written test also known as post-test. After these activities, the researcher analysed the data by comparing the mean score of pre-test and post-test. The result of post-test score was 64.2 compared to the total mean = 17.85 as the result of pre-test. This meant that Quantum Teaching Strategy was an effective way to improves student’s writing skill in recount text especially in personal recount text. It was recommended to teachers to use Quantum Teaching Strategy in order to maximize students’ capability in learning English.

scholarly journals 21ST CENTURY LEARNING CHALLENGES AMONG NOVICE TEACHERS OF ISLAMIC EDUCATION IN MALAYSIA

2020 ◽  
Vol 5 (37) ◽  
pp. 206-220
Author(s):  
Tengku Sarina Aini Tengku Kasim ◽  
Nur Atikah Miasan ◽  
Yusmini Md. Yusoff
Keyword(s):  
Novice Teachers ◽  
21St Century ◽  
Rapid Development ◽  
Structured Interview ◽  
21St Century Learning ◽  
Islamic Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Face ◽  
Information And Communication

21st-century learning emphasizes student-centered learning and active learning that transforms the role of teachers into facilitators. Teachers act to help students solve problems given to them as a learning process. Therefore, teachers play an important role in determining the learning outcomes that can be achieved. However, previous studies have found that the implementation of 21st-century learning has contributed to various forms of challenges for teachers. Thus, this article discusses the results of a study that successfully identifies the form of challenges faced by novice teachers in implementing 21st-century learning. The study was conducted using qualitative design, in a semi-structured interview with 10 novice teachers of Islamic education secondary school. The findings of the study found that although they successfully applied the pedagogy of 21st Century learning, they had to face several forms of challenges. Two dominant forms of challenge emerge as themes to be discussed in this article. First, the challenges in choosing a learning approach and second; challenges to apply M-learning effectively. The findings of the study have implications for educators, especially novice teachers, to better understand and possess 21st-century skills more effectively in order to be able to provide a new generation that is competitive in the face of life, in line with the rapid development of Information and Communication Technology (ICT).

Perbedaan Pengetahuan Siswa Tentang Penyakit Hepatitis A Sebelum Dan Sesudah Penyuluhan Di MTsN 02 Bondowoso Tahun 2015

2017 ◽  
Vol 4 (2) ◽  
pp. 14
Author(s):  
Putri Megasari
Keyword(s):  
Hepatitis A ◽  
Hepatitis Virus ◽  
Sampling Technique ◽  
Mean Value ◽  
Test Design ◽  
The World ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Paired T Test

Hepatitis has become a health problem in the world. The hepatitis virus infected many people. According to the teacher of MTsN 02 Bondowoso more than 20 students have hepatitis A viral infection. The purpose of this research was to know the differences of students' knowledge about hepatitis A before and after counseling in MTsN 02 Bondowoso 2015. This study used pre-experimental (pre-post test design). This study used stratified random sampling technique, 127 students from 270 sample involved this research,and 143 students was excluded. We used questionnaires to collect data. The results showed that the mean value of the students 'knowledge about hepatitis A before counseling in MTsN 02 Bondowoso 2015 was 83.96 with the lowest value of 37.5 and the highest value was 100. The mean value of the students' knowledge about hepatitis A after counseling in MTsN 02 Bondowoso 2015 was 93.21 with the lowest value waf 62.5 and the highest value was 100. Paired t test showed that t (-9.07) > t table (1.98), the null hypothesis (H0) was rejected. There was a difference between students' knowledge about hepatitis A before and after counseling in MTsN 02 Bondowoso 2015. This study showed that routine counseling by healthcare provider was important to prevent hepatitis A infection.; Keywords: counseling, knowledge of students, hepatitis

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

scholarly journals Number Head Together (NHT) in Teaching Writing in EFL Classroom

2021 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Hidayatul Hamdiah ◽  
Nik Mohd Rahimi Nik Yusoff
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
Vocational High School ◽  
Significance Level ◽  
Tenth Graders ◽  
Writing Test ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
The Mean

This article focused on the effectiveness of Number Head Together in teaching writing in the EFL Classroom. The aim of the study was to improve EFL students’ writing. This study was quantitative research and used an experimental design. The population was 30 students and the sample was 15 students. Purposive sampling was used in determining the sample of the study. The writing test was the instrument used to collect the data. The data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The students' instrument was an essay-informed descriptive text. Furthermore, the researchers used pre and post to compare scores before and after implied Number Head Together. The mean score of the pre-test was 49.06 at p = 1.364 and the post-test was 78.40 at p = 1.576 which was higher than 0.05 (as the standard significance level in SPSS). This value showed the differences before and after implementing Number Head Together. Hence, it can be concluded that Number Head Together was significantly effective in teaching writing in the tenth graders of Public Vocational High School (SMKN) 1 Janapria, Indonesia. However, The student's writing improves because in grouping the students able to help each other. Keywords:  Number Head Together (NHT), EFL Classroom,  Teaching Writing

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

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