scholarly journals STUDENTS’ DIFFICULTIES IN WRITING RECOUNT TEXT AT INCLUSION CLASSES

2019 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Atikasari Husna ◽  
Akhmad Multazim
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Descriptive Analysis ◽  
Average Score ◽  
Mixed Method Research ◽  
Generic Structure ◽  
Writing Skill ◽  
8Th Grade ◽  
Collecting Techniques

Writing skill is already taught in school and colleges. The students of Junior High School should retells something that already happened (Recount text). The objective of the study is to identify the students’ difficulties in writing recount text in inclusion classes. The study belongs to a mixed-method research involving 30 students of 8th grade inclusion class. The data collecting techniques was testing. There were several steps to analyze the data: analyzing the students’ work, calculating the average score by using descriptive statistic and the last step is descriptive analysis. The result of the study shows that the students’ difficulties in writing recount text are related to content aspect, organization aspect, grammar aspect, mechanic aspect and generic structure of recount text aspect especially in orientation and reorientation.

scholarly journals PENINGKATAN KEMAMPUAN MENULIS TEKS DESKRIPSI DENGAN MEDIA GAMBAR BERSAMBUNG

2016 ◽  
Vol 2 (2) ◽  
pp. 117-131
Author(s):  
Budiyono Budiyono
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Average Score ◽  
Writing Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Descriptive Writing

The objective of this research was to know the improvement of students’ ability in writing descriptive text by using picture series media. The subject of the research was students on class H at VII (seven) Junior High School 19 Bengkulu City, there were 23 students. The form of this research was a classroom action research. The data of this research were gathered from the descriptive writing test and analyzed by using descriptive analysis. The result showed that there are an improvement of students’ ability in writing descriptive text by using picture series media on class H at VII (seven) Junior High School 19 Bengkulu City. It can be seen from the writing result on cycle I that students’ average score 70 (enough) and increased with 76,04 (good) after repaired on cycle II, then increased again after repaired on cycle III with 86,17 (very good).

scholarly journals Junior High School Students’ Writing Mastery on English Decriptive and Recount Texts

2019 ◽  
Vol 7 (1) ◽  
pp. 95-108
Author(s):  
Febri Rama Suci ◽  
Maratus Shalihah ◽  
Darmayenti Darmayenti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Research Writing ◽  
School Students ◽  
Generic Structure ◽  
Writing Skill ◽  
Fair Poor ◽  
Writing Tests

This paper aimed at finding out and describe deeply the students’ writing skill and their mastery on descriptive and recount texts. This was a descriptive research type. There were 22 students at class VIII of Junior High School 2 Sintoga as respondents of the research.  Writing tests on descriptive and recount texts were used to collect the data. The data were classified into excellent, good, fair, poor, and very poor by using Jacob’ theory and calculated the data on percentage by using formula Sudijono. It was found that  the students got fair skill for both mean score of students based on component writing descriptive and recount texts (57.18 and 58.1).  For the each component of genres, they got lower score on content, organization of text, vocabulary, and language use. On descriptive text, there were 16 students’ mastery on generic structure for beginning stage and 8 students for developing stage. Meanwhile, for generic structure of recount text 10 students were mastery on generic structure for beginning stage, 11 students for developing stage, and 1 student for consolidating stage. Most of students made the mistakes in orientation and events. Some students who did not give the information of the place (where), time (where), and the reason (why) clearly in the orientation. In the events, some students wrote their experience unchronologicaly. It is concluded that the students’ mastery on writing descriptive and recount texts are fair category. It implies that the students should improve their writing skill through building writing habit and English teacher should be able to find out effective techniques and strategies in teaching writing skills.

scholarly journals Using Board Game Through TTW Strategy in Descriptive Writing

2021 ◽  
Vol 10 (1) ◽  
pp. 46-54
Author(s):  
Nur Sholikha Muntiari ◽  
Fika Megawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Hypothesis Test ◽  
Average Score ◽  
Control Group ◽  
Board Game ◽  
Seventh Grade ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental

This research aims to find out the effect of using board game through TTW strategy on seventh grade students’ writing skill in descriptive text. Quasi-experimental design was implemented to the seventh grade in one of junior high school. The subject of this study was the whole population of seventh grade students in junor high school, in total 81 students. The data collection was taken from pre-test and post-test. The average score of experimental group is 73.81, and the average score of control group is 57.46. Moreover, the hypothesis test shows that Ho is rejected because tcounting (5.71) is higher than ttable (2.31). In TTW strategy the students collaborate between three activities those are Think, Talk, and Write. TTW strategy is more effective becausethe students have enough time in learning process in a class. Additionally, the result of this study indicates that using board game through TTW strategy gives significant effect for developing English writing skill.

scholarly journals Practicality Assessment of Student Worksheets for SMP Physics Learning on the Traditional Culture-Based Equipment

2017 ◽  
Vol 1 (1) ◽  
pp. 69 ◽  
Author(s):  
Fakhruddin Z Fakhruddin Z ◽  
Lilia Halim ◽  
T. Subahan Mohd Meerah
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Traditional Culture ◽  
Average Score ◽  
Physics Learning ◽  
Simple Machine ◽  
Teachers And Students

The purpose of this study is to examine the practicality of Student Worksheets (LKS) physics learning at junior high school (SMP) for validated traditional culture-based tools. The topic of the LKS is simple machine. The method used in the study is a research and development. The research was conducted at the Junior High School in Pekanbaru which the data source was from three science teachers and thirty students of class VIII. The LKS practicalities data was obtained through questionnaires practicalities of the device which was given to teachers and students. The analysis of the data used descriptive analysis that is to categorize the average score on learning process. Based on the analysis of the data, the practicality of the LKS has an average with the excellent category for all aspects. This shows the LKS of physics learning at junior high school based on the traditional culture equipment on the topic of simple machine practical can be used as a medium of learning physics at junior high school.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN SAINTIFIK BERBANTUAN GEOGEBRA PADA MATERI GARIS SINGGUNG PERSEKUTUAN DUA LINGKARAN UNTUK KELAS VIII SMP

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 162-171
Author(s):  
Saniaturochmah Saniaturochmah ◽  
Ika Kurniasari
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Average Score ◽  
Second Phase ◽  
Common Tangent ◽  
Scientific Approach ◽  
8Th Grade ◽  
Learning Test

The aims of this research is to describe the process and outcomes of the development of learning equipment using the GeoGebra-assisted with scientific approach for common tangent of to two circles on 8th grade junior high school which is valid, practical, and effective. The process of developing learning equipment in this research use the Plomp model (2010) consisting of preliminary research phase by analyzing students’ needs and material analyzing, the second phase is prototyping that arranging learning equipment based of the result from the previous anlysis and the last phase is assessment by testing the result of the development of learning equipment. The learning equipment developed are Syllabus, Lesson Plan and Student Worksheet. Based on the results of the validation, the learning equipment meets the validity criteria with  is 3,23 then the Syllabus is valid,  is 3,43 then the Lesson Plan is very valid and  is 3,22 then Student Worksheet is valid. The learning equipment meets the practicality criteria based on observations implementation with average score on the first day is 3,78 and the second day is 3,92 which is included in the excellent category. The effectiveness criteria are meets based on the results of the students' responses in the positive category is 85,2% and the results of the student learning test with the percentage of students completing classical learning in the high category is 81,25%. Based on the results of the analysis of these data, the result of this research is that the learning equipment using the GeoGebra-assisted scientific approach for common tangent of to two circles on 8th grade junior high school fullfilled the criteria of valid, practical and effective.

scholarly journals Analysis of Interaction Jigsaw Learning Process on Geometry Material

2018 ◽  
Vol 5 (5) ◽  
pp. 75
Author(s):  
Imam Pakhrurrozi ◽  
Imam Sujadi ◽  
Ikrar Pramudya
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Interaction Analysis ◽  
Average Score ◽  
Student Speech ◽  
8Th Grade ◽  
Teachers And Students

This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher teaches the material, how the teacher directs the students, how the teacher gives criticism, student responses, student speech initiative and the level of silence or crowd. Data collection methods used in this study are observation, interviews, and documentation. Data obtained in the form of qualitative data in the form of observation results of teacher and student interaction, interview transcript and documentation of teaching and learning activities. The data obtained were analyzed by FIAC. The result of the research shows that jigsaw learning process is: 1) the interaction between teacher and student in the learning of mathematics is multi direction. The research results are confirmed by the value of Teacher Response Ratio (RRG) that is equal to 44.48% and the value of Student Initiative Ratio (RIS) of 43.47%; 2) The learning done by the teacher is successful. The success of multi-direction learning is evidenced by the average score of the student achievement test of 78.30. The value is categorized into either category.

scholarly journals Students’ Motivation and Preferences toward Native and Non-native English Speaking Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Junior High ◽  
Influential Factor ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.

scholarly journals a The Influence of Learning Models to Students’ Writing Skill of The Explanation Text in Viii Grade at Junior High School (SMP)

2020 ◽  
Vol 9 (3) ◽  
pp. 221-229
Author(s):  
Nur Maya Widiyanti ◽  
Wagiran Wagiran ◽  
Rahayu Pristiwati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Ex Post ◽  
Writing Skill ◽  
Ex Post Facto ◽  
Class Viii

Learning model is standardization for developing the one's skill and in the interpersonal situations. This study aims to determine the effect of learning models to the test results of the students’ writing skill of the explanation text in class VIII grade at junior high school. This research is an ex-post-facto research. The population of this research is all students of VIII grade at SMP of the 2019/2020 academic year. The sample in this study were students of class VIIIA and VIIIB SMP N 22 Semarang with the amount of 64 students who were taken by cluster random sampling, namely by choosing two classes randomly. Data collection techniques were questionnaires for student learning model data and tests to obtain data on the results of the skill to write explanation text for class VIIIA and VIIIB students. The results showed that (1) students with auditory learning models had the highest average score rather than the others who use visual and other learning models. (2) the learning model in this study has a significant effect on the results of the students; skill to write explanation text. (3) The learning model in this study gives e a large effective contribution 89.9% to the results of the students’ writing skill of explanation text; this proved that the learning model is one of the important factors for the students' achievement in writing skill of explanation text.

scholarly journals Learning Skills of Junior High School

2019 ◽  
Vol 1 (1) ◽  
pp. 27-33
Author(s):  
Baspuri Luahambowo ◽  
Daharnis Daharnis ◽  
Yeni Karneli
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Average Score ◽  
Analysis Method ◽  
Achievement Level ◽  
Learning Skills ◽  
Learning Skill ◽  
Class Viii

Learning skills is demands that must be possessed by students to achieve maximum learning outcomes. This study aims to reveal the picture of students' learning skills in junior high school 25 Padang state. This research uses the quantitative approach with descriptive analysis method. The sample consisted of 31 students of class VIII selected at random. The instrument used is a learning skill questionnaire with a reliability of 0.754. The results showed that the students' learning skill was in the high category with an average score of 144 with the achievement level of 76%.

scholarly journals STUDENTS’ MOTIVATION AND PREFERENCES TOWARD NATIVE AND NON-NATIVE ENGLISH SPEAKING TEACHERS

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Junior High ◽  
Influential Factor ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.

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