scholarly journals Improving The Students’ Writing Skill by Using Picture

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Arif Kartika ◽  
Joko Nurkamto ◽  
A. Handoko Pudjobroto
Keyword(s):  
Action Research ◽  
Teaching Writing ◽  
Classroom Situation ◽  
Test Cycle ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Writing Skill ◽  
Post Test ◽  
Research Findings ◽  
The Mean

<p><em>The objectives of this thesis are to describe whether picture improves students’ writing skill and to describe the classroom situation when picture is used in writing class. The method of the research was classroom action research.   The action research was conducted from January to April 2013 and was carried out in two cycles in 32 students of VIII A in SMPN 1 Jaten. The researcher collected the data using observation and questionnaire. After collecting the data, the researcher analyzed the data using qualitative and quantitative</em><em> technique. </em><em> </em><em>The research findings show that the using of picture could improve the students’ writing. It can be seen from the mean scores improvement of pre test, post test cycle 1 ,and post test cycle 2, were 51.62 for the pre-test, 68.00 for the post-test in cycle 1 and 78.31 for the post-test in cycle 2. The using of picture in teaching writing also could improve classroom situation in writing class.</em></p>

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.

scholarly journals IMPROVING STUDENTS’ DESCRIPTIVE PA RAGRAPH WRITING ABILITY THROUGH RAFT TECHNIQUE AT ENGLISH EDUCATION DEPA RTMENT OF MANADO STATE UNIVERSITY

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Fadhlan Saini
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Education ◽  
Teaching Writing ◽  
Test Cycle ◽  
Writing Ability ◽  
Post Test ◽  
Field Notes ◽  
The Mean

This research was conducted to find out whether RAFT technique can improve students’ writingability and to explain how RAFT technique can improve students’ writing ability. This research usedClassroom Action Research with the combination of Quantitative data (scores of pre-test and posttest) and Qualitative data in the form of observation, field notes, journal and documentations. Thenumber of students involved in this research was 20 students. The implementation of this researchwas conducted in two cycles, every cycle consisted of three meetings with the steps of planning,acting, observing and reflecting. The findings through quantitative data of this research displayed animprovement with the percentage of the mean scores from pre-test and post-test. The mean score ofpre-test was 50.75 and the mean score of post-test in cycle 2 was 81.9. The percentage of the studentswho could pass the standard score was 10 % and 100 % from pre-test to post-test cycle 2. It meansthat there was 31.5 increased from pre-test to post-test and 90 % students could reach the standardscore (minimum criterion) since pre-test to post-test cycle 2. While in qualitative data, the resultsthrough observation checklist, field notes, the researcher’s journal, and documentations showed thatthe use of the RAFT technique could improve students’ ability in writing descriptive paragraph. Thestudents became active, initiative, and responsible to their writing. Additionally, the students wereinterested in the use of RAFT technique due to the RAFT aspects in helping them to write descriptiveparagraph orderly. Based on the findings, it could be concluded that RAFT technique was effectiveto be used in improving university students’ ability in writing descriptive paragraph. Regarding onthe conclusion, this research is recommended to English Lecturers or Teachers in teaching writing toimprove students’ ability.Keywords: Writing, Writing ability, University Student, Descriptive Paragraph, RAFT (Role,Action, Format, Topic), Classroom Action Research

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 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 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.

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>

scholarly journals Improving Students’ skill in Writing Narrative Text Through Animation Movie

2019 ◽  
Vol 3 (1) ◽  
pp. 230-237
Author(s):  
Kristiani Lisma Vera Br Ginting ◽  
Dinda Syafitri ◽  
Cahaya Riama Yanti Nehe ◽  
Nita Paskarina Manullang ◽  
Sri Ninta Tarigan
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Test Score ◽  
Narrative Text ◽  
Teaching Writing ◽  
Quantitative And Qualitative Research ◽  
Writing Skill ◽  
Post Test ◽  
Classroom Action Research ◽  
Planning Action

The purpose of this research is to find does the animation movies can improve students’ skill and ability in writing narrative text at SMP Swasta TD Pardede Foundation at VII grade in academic year2018/2019. In this research, the researchers used classroom action research and was conducted in two cycles. Each cycles consist of four steps, there are: planning, action, observing and reflecting. This research used quantitative and qualitative research to collect the data, researchers conduct tests. The tests are pre-test and post-test.The result showed that the teaching students’ skill in writing using video can improve students’ skill in writing narrative text. An increase in mean scores indicates that there is an increase in students’ skill.  The student’s pre-test score was 63.69; it increased to 72.50 in the first post-test up to 78.02 in the second post-test. From the result of the study, it can be concluded that teaching writing skill using animation videos can improve students’ writing skill. Keyword: narrative, animation movie

scholarly journals IMPROVING STUDENTS’ WRITING SKILL THROUGH CUE CARD METHOD

2016 ◽  
Vol 5 (2) ◽  
pp. 196
Author(s):  
Ika Sastrawati
Keyword(s):  
Action Research ◽  
Junior High School ◽  
Writing Test ◽  
Percentage Improvement ◽  
Writing Skill ◽  
Research Findings ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year ◽  
English Subject

This research aimed to find the use of Cue Card Method improves the students writing skill at Eight Grade Students of SMP Bajiminasa Makassar. The method of this research was classroom action research consisted of two cycles. One cycle consisted of four meeting. it meant that were eight meetings for two cycles. This classroom action research was done at SMP Bajiminasa Makassar for English subject. As a subject in this research was class VIII.A  Junior High School in the 2012-2013 academic year with student’ number as about 36 students’. Those consisted of 26 women and 10 men. the instrument was writing test and observation. The research findings indicated that the application of cue card method was effective and significant in improving the students’ writing skill, especially it focuses on students content and vocabulary. It was proved that the mean score of D-Test was 5.64, Cycle I 6.13 and after conducted Cycle II improved to 8.23 and based two cycle researcher found percentage improvement that is from D-Test to Cycle I is 13.24 % and from Cycle I to II is 29.70 and D-T to Cycle II 46.35 %. Based on the result of the research, it can be concluded that the use of cue card method improves students’ writing skill and class condition. Therefore, it is recommended that the teachers use cue card media in teaching writing.Keywords: Writing Skill, Cue Card Method

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT THROUGH COLLABORATIVE WRITING

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Nurhasanah Sidabalok ◽  
Siti Aisah Ginting
Keyword(s):  
Action Research ◽  
Collaborative Writing ◽  
Teaching Writing ◽  
Second Grade ◽  
Know How ◽  
Final Project ◽  
Second Grade Students ◽  
Post Test ◽  
The Mean

The main objective of this study is to know how effective the use of Collaborative Writing in teaching writing descriptive texts is. So this final project mainly aims at determining the effectiveness of using Collaborative Writing in teaching writing descriptive texts. This study was conducted under the consideration that the students often get difficulties in describing something. In order to achieve the objective of the study, the writer designed an action research. The population of this study was the second grade students of SMP Negeri 29 Medan. The number of the subjects of this study was 37 students. During the research, the students becoming the subjects were taught by using Collaborative Writing in teaching writing descriptive texts. There were two cycles in this action research. Each cycle consisted of four phases. Before giving treatments in those two cycles, the students were given pre-test. After each treatment in each cycle, the students were tested. And the last, they were given post-test and questionnaire. The main purpose of conducting it was to find out the validity and the reliability of the test as instrument. The result of this research showed that the students’ ability in writing descriptive texts improved after a series of treatments given in the cycles. It can be seen by comparing the means of their tests. The mean score for the pre-test was 53.92, the mean score for test 1 was 70.27, while the mean score for the post-test was 80.08. It is clear that after applying Collaborative Writing in each treatment, the mean of each test improves and gets better. The use of Collaborative Writing technique is one of the ways to make students interest in studying English especially writing descriptive text. Keywords: Achievement, Writing, Descriptive Text, Collaborative Writing

IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT IN AGREEMENT AND DISAGREEMENT EXPRESSIONS BY USING PROBLEM SOLVING STRATEGY AT GRADE VIII SMP SWASTA HKBP SIDORAME MEDAN

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Angelina Sitohang And Sri Minda Murni
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Action Observation ◽  
Test Cycle ◽  
Speaking Test ◽  
Post Test ◽  
The Mean ◽  
Problem Solving Strategy ◽  
Teaching Learning ◽  
Solving Strategy

This study deals with the improving students’ speaking achievement in agreement and disagreement expressions by using problem solving strategy. The objective of this study is to find out whether students’ speaking achievement in expressing agreement and disagreement improved by problem solving strategy. The effectiveness of problem solving strategy are to make the students able to help them in solving their own and friends’ problems, especially classmates’ problem by expressing agree or disagree to the solution made and students be more active in the classroom. The findings of this study are important and useful for English teachers to improve students’ interest and ability in speaking by problem solving strategy and the researcher who wants to conduct the research related to this study. This study was conducted by using classroom action research. The subject of this research was the second grade of SMP Swasta HKBP Sidorame Medan which consisted of 38 students. The research was conducted in two cycles, namely cycle I and cycle II. Each cycle consisted of the four steps of an action research: planning, action, observation and reflection. The instruments for collecting data used speaking test by interview and for the quantitative data and used diary notes, observation sheet and interview sheet for qualitative data. Based on the speaking test result, the students score kept improving in every test. In the orientation test the mean of the students’ score was 22.3. In the post test cycle I the mean of the students’ score was 56.3 and in the post test cycle II the mean of the students’ score was 85. Based on the observation sheet, diary notes and interview sheet, it was found that teaching learning process ran well. The conclusion is that Problem Solving Strategy improves students’ speaking achievement.

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