scholarly journals Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity

2015 ◽  
Vol 5 (1) ◽  
pp. 210
Author(s):  
Sri Suharmi
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Outdoor Activity ◽  
Specific Objective ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research

This study is a classroom action research. The general objective of this study is improving students’ writing skill through outdoor activity. While the specific objective of this research are (1) whether or not outdoor activity can increase the students’ writing content of descriptive text of the second year of Mts Sudirman Kopeng  Getasan. (2) it describe whether the outdoor activity can improve  the students’ writing skill in developing paragraph. This classroom action research was conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action, observing, and reflection. The observation during the process of English teaching and learning was helped by the collaborator. In this research,  the writer acted as a practitioner. The test was in the form of pre-test and post –test conducted in cycle 1, cycle 2, and cycle 3. The research result were: (1)  using outdoor activity as a method can improve students’ writing skill, its proved with the student’s improvement score. The mean score of the pre-test of the students was 57 (very poor) and the mean score of the post- test 70 (good). The mean of the post-Test is higher than the mean of the pre-Test ( 64.53>56.56), the mean of the post-test in cycle 2  is higher than mean of cycle 1 (70.59>64.53) and the mean of the post –Test cycle 3 is higher than cycle 2 (74.56>70.59). the proven result of the implementation was 75%. (2) The effectiveness of using outdoor activity in improving students’ writing skill is proved from the t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-table.

scholarly journals Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity

2015 ◽  
Vol 8 (2) ◽  
pp. 210
Author(s):  
Sri Suharmi
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Outdoor Activity ◽  
Specific Objective ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research

This study is a classroom action research. The general objective of this study is improving students’ writing skill through outdoor activity. While the specific objective of this research are (1) whether or not outdoor activity can increase the students’ writing content of descriptive text of the second year of Mts Sudirman Kopeng  Getasan. (2) it describe whether the outdoor activity can improve  the students’ writing skill in developing paragraph. This classroom action research was conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action, observing, and reflection. The observation during the process of English teaching and learning was helped by the collaborator. In this research,  the writer acted as a practitioner. The test was in the form of pre-test and post –test conducted in cycle 1, cycle 2, and cycle 3. The research result were: (1)  using outdoor activity as a method can improve students’ writing skill, its proved with the student’s improvement score. The mean score of the pre-test of the students was 57 (very poor) and the mean score of the post- test 70 (good). The mean of the post-Test is higher than the mean of the pre-Test ( 64.53>56.56), the mean of the post-test in cycle 2  is higher than mean of cycle 1 (70.59>64.53) and the mean of the post –Test cycle 3 is higher than cycle 2 (74.56>70.59). the proven result of the implementation was 75%. (2) The effectiveness of using outdoor activity in improving students’ writing skill is proved from the t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-table.

scholarly journals Applying Reciprocal Teaching to Overcome Learners' Barriers to Effective Listening

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Hesti Rokhaniyah
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Comparative Method ◽  
Research Result ◽  
Reciprocal Teaching ◽  
Active Listening ◽  
Constant Comparative Method ◽  
Post Test ◽  
The Mean

The research is the action research aimed at investigating to what extent Reciprocal Teaching overcomes learners’ barriers to effective listening and identifying the situation of teaching and learning when Reciprocal Teaching is employed. Several techniques: interview, observation, and test were applied to obtain the data. The mean score of two raters was calculated to derive the qualitative data; Constant Comparative Method was implemented to analyze the qualitative data. The research result showed Reciprocal Teaching implementation could overcome learners’ barrier to listening including detecting the keywords; recognizing grammar and vocabularies; and discriminating distinctive sounds. The enhancement of Reciprocal Teaching illustrated form mean score of pre-test was 37.4; post-test 1 was 70.4; and post-test 2 was 81. The use of Reciprocal Teaching also optimized the class situation: learners felt encouraged to be receptive to communication in active listening; they got freedom to mind their ideas; and they were more engaged to do mutual task. Considering the finding of the research, the lectures are recommended to use this research for guiding heir learners to solve listening barrier through Reciprocal Teaching.

scholarly journals Improving Students’ Writing Skill in Writing Paragraph through an Outline Technique

Curricula ◽  
2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Sukarta Kartawijaya
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

<p><em>This research was classroom action research. Classroom action research was a research that was conducted by a teacher in order to find out solutions of any problems found during teaching and learning process. In this research, it was done to explain whether by using an outline technique could improve the students’ writing paragraph and also to investigate some factors that influenced the students in writing descriptive paragraph. This research was done at grade VIII B of SMP Negeri 6 Sungai Penuh in academic year 2017/2018. From the result of the test in this research, the result was increased in cycle and two. In cycle one, the mean score was 58.25% and it increased to 76.87%, it increased 18.63% point. It meant that teaching writing through outline improved the students’ writing skill. The improvements were also improved on the result of each sub-indicators of writing test between cycle 1 and 2. </em></p>

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT BY APPLYING ANAGRAM PLUS FLASHCARDS AT THE SMP NEGERI 7 PEMATANGSIANTAR

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sartika Manurung And I Wayan Dirgayasa Tangkas
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Post Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Vocabulary Achievement

This study focused to improve Students’ Vocabulary Achievement by Applying Anagram PlusFlashcards. This study was conducted by using classroom action research. The subject of thisstudy was students in class VII-7 of SMP Negeri 7 Pematangsiantar. There were 32 studentstaken as the subject. The instrument for collecting data were the test for vocabulary and diarynotes, questionnaire sheets, observation sheet, and interview for process of teaching andlearning vocabulary. The data were analyzed by descriptive analysis. The result of the researchshowed that the mean of students’ score in pre-test was 56.41, the mean of students’ score inpost-test I was 69.22. The mean of students’ score in post-test II was 76.72. There wereimprovement of students’ achievement from 56.41-76.72 about 20.31 point and that score(76.72) was excelled the indicator (75). Based on diary notes, questionnaire sheets,observation sheet, and interview, it found that teaching and learning process ran well.Students were active, cooperative, enthusiastic and interested in learning vocabulary.There were 16 students (50%) agreed that the students active in learning process, 20students (62.5%) were interested, 20 students (62.5%) were enthusiastic and 19 students(59.37%) were agreed that strategy of learning was effective. It can be concluded that theapplication of anagram plus flashcards had successfully improved the students’ vocabularyachievement at the SMP Negeri 7 Pematangsiantar.

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 IMPROVING STUDENTS' SPEAKING SKILLS USING SPEAKING BINGO GAME

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Nur Laila Khoirina ◽  
Setia Rini
Keyword(s):  
Action Research ◽  
Quantitative Information ◽  
T Test ◽  
Seventh Grade ◽  
Subjective Information ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Test Treatment ◽  
Speaking Skills

This research aimed to find out the improvement of students’ ability by using speaking bingo game in speaking for the seventh grade students of SMP Muhammadiyah Salatiga. The classroom action research adopted two cycles consisted of steps based on Kemmis and Taggart; planning, acting, observing, and reflecting. In each cycle comprised of pre-test, treatment, and post-test. The information gathered were subjective and quantitative information. The subjective information were acquired through perception, and documentation. Tests are utilized to gather the quantitative information. The understudies improve their talking abilities after instructed by talking bingo game and the mean of post-test is higher than the mean of the pre-test. The mean of pre-test are 57.0, while post-test is 61.8. In the cycle II, the mean of post-test is higher than the mean of the pre-test. The mean pre-test are 65.6, while post-test is 72.0. There is huge improvement for understudies talking abilities utilizing talking bingo game. The consequence of T-test in cycle I is 4.485 and cycle II is 6.025. In addition, the t-test in the cycle II is greater than the t-trial of the cycle I. From the outcome, the finish of the examination on utilizing talking bingo game can improve the 7th grade understudies' capacity in talking at SMP Muhammadiyah Salatiga fundamentally.Key Words: Speaking Bingo Game and Speaking Ability.

scholarly journals IMPROVING ESP STUDENT’S WRITING SKILL BY USING WRITING ESSAY MODEL

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ina Rohiyatussakinah ◽  
Fadilla Oktaviana
Keyword(s):  
Action Research ◽  
English For Academic Purposes ◽  
Environmental Engineering ◽  
Teaching Writing ◽  
Project Work ◽  
Teaching English ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research

Writing as productive skill is closed with learner in university. They should do lots of writing. English for Academic Purposes programme such as English for Environmental Engineering can be involved in keeping issue logs which are kind of project work. This research investigated of using essay in teaching English as media to improve students’ writing skill. The writer conducted a classroom action research as a method in this research. Writer used Essay as media that was implemented in Environmental engineering class at Banten Jaya University. The class consisted of 25 students. This research was conducted in two cycles. Before doing the treatment, writer gave students pre-test. The mean score of students’ pre test was 65. It indicates that their writing was low. After that, the writer implemented the treatment and gave students post-test. The result of test in cycle one shows that there was improvement, the score was 75. It indicates that there was an improvement from pre-test and post-test one. But, it is still not maximal. Thus, the writer conducted the next cycle (cycle two) in order to reach the target that the students could reach score 80. The result of test in cycle two (post-test two) shows that mean score of students writing was 85. Thus, the using Essay model in teaching writing is excellent to improve students’ writing skill. They was able to gathering ideas, organising the ideas and make essay paragraph with varieties topic that related on their field.

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

scholarly journals The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

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