scholarly journals THE EFFECT OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) ON STUDENTS’ WRITING CRITICAL ESSAY

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Batdal Niati ◽  
Ummi Rasyidah
Keyword(s):  
Group Discussion ◽  
Small Group Discussion ◽  
Critical Essay ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
English Students

Essay is the most essential part in writing critical essay. It is one of the subjects that learned by English students. CIRC is a method to improve students’ writing ability. Cooperative integrated reading composition (CIRC) was implemented on students’ writing skill through quasi experimental research; post-test only group design. Sample of the research was thirty nine students. Writing test was used to collect the data and analyzed by using independent t-test. The finding was students who were taught by cooperative integrated reading composition (CIRC) had better scores of writing critical essay than those who were taught by small group discussion. It meant that CIRC give an effect toward students to improve their writing skill.

scholarly journals The Implementing Tad (Transition - Action - Details) Teaching Strategy On Students’ Writing Ability At First Grade Of Sma Pgri Pekanbaru

2020 ◽  
Vol 2 (1) ◽  
pp. 225-233
Author(s):  
Eggi Pratama ◽  
Mukhayar Mukhayar ◽  
Refnaldi Refnaldi
Keyword(s):  
Random Sampling ◽  
Teaching Strategy ◽  
Group Discussion ◽  
First Grade ◽  
Small Group Discussion ◽  
Writing Ability ◽  
Writing Test ◽  
Quasi Experimental ◽  
And Control ◽  
Cluster Random Sampling

The aim of this study is to find out the effect of TAD teaching strategy on students’ writing ability at first grade of SMA PGRI Pekanbaru. The design of the research is quasi experimental research with factorial design 2x2. The samples were X IPS 1 as experimental class and X IPS 3 as control class. The samples were selected by using cluster random sampling. The instruments were writing test of recount text. These instruments were tried out first to another class which had similar capabilities to both experiment and control class. The data were analyzed by using T-test. The result of this research shows that TAD teaching strategy produces higher result on students’ writing ability of recount text compared to Small Group Discussion.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

scholarly journals TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING

2020 ◽  
Vol 3 (3) ◽  
pp. 329
Author(s):  
Indra Rizki ◽  
Deyan Nouvaldi ◽  
Yanuarti Apsari
Keyword(s):  
Collaborative Learning ◽  
Round Table ◽  
Narrative Text ◽  
Teaching Writing ◽  
Writing Ability ◽  
Writing Test ◽  
Scientific Approach ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

Writing is an important skill that should  be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are writing test (pre-test and post test), observation, and interview. The data were analyzed by using statistical product and service solution (SPSS) 25 which through the normality and mann whitney process. The findings showed that the calculation result of gain score showed that the significance value was lower than 0.05 (0.0049 < 0.05) which means there is a difference between students who were taught by Collaborative Learning and those who were taught by using Scientific Approach. Keywords:  Writing, Narrative, Collaborative Learning, Round Table Technique

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals THE EFFECTIVENESS OF MIND-MAPPING TOWARDS STUDENTS' WRITING SKILL

2020 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Edi Firman ◽  
Fathurrahman Imran
Keyword(s):  
Data Analysis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Academic Year

This research was intended to analyze the effect of mind mapping towards students writing skill at the second semester students of FPBS IKIP Mataram in academic year 2015/2016. This study was quasi experimental research, where the sample was cluster randomly selected with the total number of sample was 65 students which were divided into 2 classes; 29 students were in the control group and there were 36 students belong to experimental group. In order to collect the research data, the writer used writing test to comprehend the students’ ability in managing text based on mind mapping concept. After the data was obtained, then it was analyzed by applying descriptive statistical analysis and inferential analysis. Regarding to the data analysis it was found that the students’ ability before treatment was 69.72 in the significant level 95%. On post-test data analysis, the students mean writing ability increased into 77.22. The inferential analysis or hypothesis testing also proved that the t-test was higher than t-table in the significant level 95% (α =0.05) and degree of freedom 63 (4.158 > 2.000) with ρ value (sig.) 0.00 < 0.05. It was clearly claimed that the alternative hypothesis (Ha) which stated that mind-mapping was effective towards students writing at second semester students of FPBS IKIP Mataram in academic year 2015/2016 was accepted and the null hypothesis (Ho) that said main-mapping is not effective toward students writing at second semester students of FPBS IKIP Mataram in academic year 2015/2016 was rejected. Those data evidently proved that mind mapping was effective towards students writing especially at second semester students of FPBS IKIP Mataram in academic year 2015/2016.

scholarly journals The Impact of Teacher’s Indirect Written Corrective Feedback on Eleventh Graders’ Explanation Writing Ability

2020 ◽  
Vol 7 (2) ◽  
pp. 201-215
Author(s):  
Septia Tri Gunawan ◽  
Ratna Sari Dewi ◽  
Zaharil An'asy
Keyword(s):  
Corrective Feedback ◽  
Research Subjects ◽  
Writing Ability ◽  
Purposive Sampling ◽  
Writing Test ◽  
Written Corrective Feedback ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

ABSTRACTThis study is intended to acquire empirical evidence regarding the impact of the teacher's Indirect Written Corrective Feedback on students' writing ability of explanation texts. Fifty six students enrolling at a high school in Jakarta were selected as the sample. They were separately distributed in the experimental class and the control class that respectively contained 28 students. Purposive sampling was utilized to recognize who the research subjects were and what level of their competence was for inclusion in this study. A quasi-experimental design, which is a subpart of a quantitative method, was employed. The data were assembled by running a writing test in the pre-test and post-test sections, whose results were followed by normality and homogeneity tests. The findings showed that the experimental class’ post-test outcome was 64.71, while the control class’ post-test was 58.25. Since the t-value surpasses the t-table (2.502>1.675), it indicates that the teacher's Indirect Written Corrective Feedback has a significant effect on improving students' writing explanation texts.ABSTRAKStudi ini bertujuan untuk memperoleh bukti riil terkait pengaruh dari umpan balik tertulis tidak langsung oleh guru terhadap kemampuan siswa dalam menulis teks eksplanasi. 56 siswa yang bersekolah di sebuah sekolah menengah atas terpilih sebagai sampel. Siswa tersebut terbagi dalam kelas eksperimen dan kelas kontrol, yang masing-masing kelas berisikan 28 orang. Oleh karenanya, purposive sampling diterapkan karena peneliti sudah mengetahui siapa saja subjek penelitian dan kompetensi apa saja yang dimiliki. Desain kuasi-eksperimen yang merupakan sub-bagian dari metode kuantitatif digunakan oleh peneliti. Data diperoleh dengan mengadakan ujian tes tulis yang terdapat pada pra-tes dan pasca-tes yang diikuti dengna uji normalitas dan uji homogenitas. Hasil temuan menunjukkan bahwa rata-rata hasil pasca-tes yang diraih oleh siswa di kelas eksperimen sebesar 64.71, sedangkan 58.25 adalah hasil dari siswa kelas kontrol. Karena nilai t hitung melampaui nilai t tabel (2.502>1.675), maka hal tersebut menandakan umpan balik tertulis tidak langsung oleh guru memiliki dampak yang signifikan dalam meningkatkan kemampuan menulis siswa menulis teks eksplanasi.

scholarly journals Using Video Critics Strategy in Developing Students’ Writing

LETS ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 99-107
Author(s):  
Muh Asshiddiqh ◽  
Faridah Abd Rauf
Keyword(s):  
Empirical Data ◽  
Research Method ◽  
Teaching Writing ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was aimed to see the writing ability development at SMA Negeri 11 Sidrap. The objective of this study is to get the empirical data of the differences between students’ score of writing test who were and were not taught by using Video Critics strategy. The population of this research consists of 56 students. The sample of the research were class XI IPS as the experimental group which consists of 17 students and XI MIPA as the control group which consists of 39 students. The research method used in this research was quasi-experimental with nonequivalent control group design. The data was collected through pretest and posttest. It aimed to know whether Video Critics strategy in teaching writing can develop students’ writing ability.

scholarly journals THE EFFECT OF USING “EDMODO AND QUIPPER SCHOOL” IN BLENDED LEARNING METHOD TOWARDS STUDENTS’ WRITING SKILL AT THE SECOND YEAR STUDENTS OF SMAN 1 BENGKULU TENGAH

2018 ◽  
Vol 1 (1) ◽  
pp. 32-40
Author(s):  
Dian Permatasari
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Writing Quality ◽  
Writing Ability ◽  
Writing Test ◽  
Learning Platform ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This research aims to compare whether there was an effect on students’ writing quality when students were taught with blended learning method, combined with Edmodo or Quipper School. This was a quasi-experimental research with 72 students at grade XI MIPA SMAN I Bengkulu Tengah, Indonesia as the samples. The experiment group was taught with Edmodo while the control group was taught with Quipper School. The instrument was a writing test. The findings of this research, with respect to the comparison of post test mean scores between the experimental group and the control group, were as follows. There was a significant difference on students’ general writing ability. There were significant differences on students’ writing ability in the aspects of content and language use. However, there was no significant difference.The students’ responses were positive toward the use of Edmodo as a blended learning. Further studies are recommended for other school levels. It seems that Edmodo is more effective than Quipper School in writing lesson since the learning platform in Edmodo gives facilities for the students to work independently, enables them to improve their quality and has more practical, interactive, and interesting features.

scholarly journals The Utilization of Picture and Picture Strategy: An Effective Way to Improve Efl Students’ Writing Ability in Madrasah Tsanawiyah

2020 ◽  
Vol 24 (1) ◽  
pp. 31
Author(s):  
M. Arif Rahman Hakim ◽  
Tri Nur Susanti ◽  
Asiyah Asiyah ◽  
Mohamad Jafre Zainol Abidin
Keyword(s):  
Second Grade ◽  
Control Group ◽  
Writing Ability ◽  
Writing Test ◽  
Second Grade Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control

The aim of this study is to find out whether or not there was a significant difference between students who were taught using picture and picture strategy and that of those who were not in writing recount text. The study employed a quasi-experimental study. The population in this study were the second grade students of Madrasah Tsanawiyah in Bengkulu city, Indonesia with a total number are 89 students. Out of this population, 60 students were taken as the sample. They are divided into two groups; experiement and control group, which consisted of 30 students for each group. The data were collected by using writing test. The data obtained were analyzed by using t- test formula. The data were found that the result of t-count post-test (6.34) was higher than t- table (2.00) with α = 5 % and df= 58. The finding of this research shows that there is a significant difference between students in Madrasah Tsanawiyah who are taught using picture and picture strategy and that of those who are not. Based on the result on the study, picture and picture strategy can improve students’ writing achievement in writing recount text evidently

scholarly journals Extensive reading to improve students’ writing of explanation text

2020 ◽  
Vol 5 (1) ◽  
pp. 109
Author(s):  
Siti Nur Aida ◽  
Elok Widiyati
Keyword(s):  
Teaching And Learning ◽  
Teaching Writing ◽  
Extensive Reading ◽  
Islamic School ◽  
Writing Ability ◽  
Writing Test ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aims at finding out whether or not the use of extensive reading is effective for teaching writing explanation text to the eleventh grade at Islamic University in Semarang. Quasi experimental research was applied as the method. The researchers took two groups as the sample, they were XI MIPA 6 as the experimental class and XI MIPA 2 as the control class. The total subject of this research was 65. This research used SPSS in analysing the data of writing test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significance difference in the writing ability of explanation text between eleventh-graders who were taught by using extensive reading and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 64.4118 and control class which is 48.5484 and as a result Sig. (2-tailed) is 0.00 < 0.05. Therefore, the null hyothesis of this research is rejected. It means that the use of extensive reading had significantly improved the eleventh-graders’ writing ability of the explanation text in English teaching and learning process of the experimental class at Islamic School in Semarang in the academic year 2018/2019.

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