scholarly journals A Correlational Study on Translation Ability, Reading Habit and Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Hafid Sukri Hernandani
Keyword(s):  
Foreign Language ◽  
Random Sampling ◽  
Correlational Study ◽  
Reading Habit ◽  
Reading And Writing ◽  
English As Foreign Language ◽  
Writing Skill ◽  
Research Findings ◽  
Language Context ◽  
Cluster Random Sampling

<p>Numerous researches have viewed that translation, reading and writing<strong> </strong>as mutually reinforcing interactive processes in English as foreign language context. The aim of the article is to report an empirical study on the correlation between translation ability and reading habit toward writing skill either partially or simultaneously. The method used correlational study, with a test and a questionnaire as the technique of collecting data. The population was all of the eleventh grade students of SMA in Boyolali. The technique of choosing the sample was cluster random sampling. The techniques used to analyze the data are Simple and Multiple Linear Regression and Correlation. The research findings show that: (1) translation ability contributes to writing skill; (2) similar interaction is found between reading habit and writing skill; and (3) translation ability and reading habit simultaneously contribute to writing skill.</p>

scholarly journals THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Andianto -
Keyword(s):  
Random Sampling ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Teaching Techniques ◽  
Writing Ability ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Research Findings ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

The objectives of the research are to examine whether: (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity for the tenth grade students of SMA Muhammadiyah 1 Metro; and (3) there is an interaction between teaching techniques and students’ creativity to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro. The method applied in this research was an experimental study. It was conducted at the tenth grade students of SMA Muhammadiyah 1 Metro. It consists of six classes. The Samples were two classes of six classes chosen by using cluster random sampling. Each class was divided into two groups (the students having high and low students’ creativity). The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tuckey test. Based on the data analysis, there are some research findings that can be drawn. They are (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity; (3) there is an interaction between teaching techniques and students’ creativity to teach writing in which Peer Feedback Technique is more appropriate to teach writing for students having high creativity and Teacher Feedback Technique is more appropriate to teach writing for students having low creativity. In short, the effect of teaching technique depends on students’ creativity.

scholarly journals PENGARUH COMPETENCE BASED EDUCATION AND TRAINING (CBET) DAN MOTIVASI KERJA TERHADAP KINERJA PETUGAS SATUAN POLISI PAMONG PRAJA

2010 ◽  
Vol 5 (1) ◽  
pp. 28-39
Author(s):  
Agus Sutiyono
Keyword(s):  
Random Sampling ◽  
Civil Service ◽  
Training Model ◽  
Education And Training ◽  
Education Development ◽  
Research Findings ◽  
And Training ◽  
Cluster Random Sampling

This research aimed to find out the influence of competence-based education and training (CbET) and motivation on the performance of civil service. This research was conducted from November 2008 to April 2009 at Dinas Ketrentaman dan Ketertiban DKI jakarta. A quasi method using stratified cluster random sampling was applied to involve 80 civil service out of 8000 members. The result of this study shows that (1) motivation influences the civil service's performance, (2) the form of CBET influences the civil service's performance; (3) the interaction between the training model and the motivation determines variations in civil service's performance; (4) there are differences between those who join CBET and those who do not. Those who join CBET have higher motivation to perform better. It is expected that these research findings can be used as a guidance to produce a new concept and strategy in education development and training for civil service.

scholarly journals The Attitudes of Students from ESL and EFL Countries to English

2013 ◽  
Vol 6 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Muhamad Hasbi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Quantitative Research ◽  
Foreign Languages ◽  
Survey Method ◽  
English As Second Language ◽  
Reading And Writing ◽  
English As Foreign Language ◽  
Positive Attitudes ◽  
English Students

This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL). 

scholarly journals A Correlational Study Between Students’ Vocabulary Mastery, Reading Habit and Writing Skill

2019 ◽  
Vol 7 (1) ◽  
pp. 109
Author(s):  
Rohmah Ayu Sulistyaningrum ◽  
Siswantoro Siswantoro ◽  
A. Handoko P
Keyword(s):  
Second Grade ◽  
Correlational Study ◽  
Correlation Technique ◽  
Reading Habit ◽  
Multiple Correlation ◽  
Simple Correlation ◽  
Positive Correlation ◽  
Second Grade Students ◽  
Writing Skill

The aims of the study are to determine the correlation between (1) vocabulary mastery and writing skill; (2) reading habit to writing skill; (3) vocabulary mastery, reading habit, and writing skill. The sample of the research is 26 second grade students of MTs N Jumapolo. In collecting the data, the researcher used questionnaire and test. The questionnaire was used to collect the data of students’ reading habit, while the test was used to collect the data of vocabulary mastery and writing skill. In analyzing the data, the researcher used Simple Correlation and Multiple Correlation Technique. The result of this study show that (1) there is a positive correlation between vocabulary mastery and writing skill ( = 0.74); (2) there is a positive correlation between reading habit and writing skill ( = 0.63); (3) there is a positive correlation between vocabulary mastery, reading habit, and writing skill ( = 0.809).

scholarly journals The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Tien Rafida
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Class Ii ◽  
Quantitative Approach ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Argument Writing ◽  
Writing Skill ◽  
Two Factors ◽  
Cluster Random Sampling

The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

scholarly journals A Correlational Study of Digital Literacy Comprehension Toward Students' Writing Originality

2019 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Nur Muthmainnah
Keyword(s):  
Digital Literacy ◽  
Random Sampling ◽  
English Education ◽  
Correlational Study ◽  
Education Department ◽  
Digital Device ◽  
Know How ◽  
Class A ◽  
Perfect Correlation ◽  
Cluster Random Sampling

This research was aimed to know how far the students’ understanding of digital literacy, to know how high the students’ writing originality, and to know the correlation between students’ understanding of digital literacy and students’ writing originality. Digital literacy is someone’s capability to use the digital device, receive, communicate process, evaluate, and share the information cognitively and technically. Originality is emphasized in writing because it is used as the measurement of the writers’ idea and creativity in writing. This research used correlational study to check the correlation between variable. The population of this research was the 2015th generation of English Education Department Students of IAIN Salatiga. It used cluster random sampling to decide the sample of this research. Class A was used as the sample of the research that consisted of 32 students. The data that was collected was analyzed using SPSS 20. Based on the data analysis, it resulted that r(count) 0.83 > r (table) 0.349. From the result, it can be concluded that there was positive perfect correlation between digital literacy understandings with student’s writing originality

scholarly journals FOREIGN LANGUAGE VOCABULARY: THE KEY MEANS OF ENHANCEMENT

2019 ◽  
pp. 111-112 ◽  
Author(s):  
Nadiya Yurko ◽  
Olga Romanchuk ◽  
Ulyana Protsenko ◽  
Iryna Styfanyshyn
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
International Level ◽  
Reading And Writing ◽  
New Words ◽  
Essential Tool ◽  
Research Findings ◽  
The Subject

The article considers the continuous necessity of improving and expanding any language vocabulary and the actuality of clear and concise communication at an international level. Vocabulary is a skill based on all areas of communication. Extensive vocabulary, along with grammar, listening, speaking, reading, and writing, is an essential tool and one of the largest challenges in learning a second language. Thus, building vocabulary is one of the easiest ways to improve communication. In view of the great importance and constant need for learning new words in a foreign language, efficient vocabulary has been the subject of multiple research. The purpose of the article is to determine the key enhancement means of a foreign language vocabulary. The research findings suggest that by using the means outlined in this article, one should be well on his way to discovering and learning new words to expand his vocabulary and strengthen his use of a foreign language.

scholarly journals The Correlation Between Studeerest And Structure nts’ Learning IntMastery and Students’ Reading Skill

2018 ◽  
Vol 6 (3) ◽  
pp. 353
Author(s):  
Septian Tri Wijayanti Fatimah ◽  
Muh. Asrori ◽  
Ngadiso Ngadiso
Keyword(s):  
High School ◽  
Data Analysis ◽  
Random Sampling ◽  
Reading Skill ◽  
Senior High School ◽  
Correlational Study ◽  
Teaching Reading ◽  
Positive Correlation ◽  
Learning Interest ◽  
Cluster Random Sampling

<p>The objective of this research is to find out whether there is a correlation between (1) students‟ learning interest and students‟ reading skill; (2) students‟ structure mastery and students‟ reading skill; and (3) students‟ learning interest, students‟ structure mastery simultaneously, and students‟ reading skill. This correlational study involved 36 students at one of state senior high school in Sukoharjo. The technique of choosing the sample was cluster random sampling. Data were collected through questionnaire and test. Single and Multiple Regresssion and Correlation were used to analyze the data. The result of the data analysis shows that: (1) there is a positive correlation between students‟ learning interest and students‟ reading skill; (2) there is a positive correlation between students‟ structure mastery and students‟ reading skill; and (3) there is a positive correlation between students‟ learning interest, students‟ structure mastery simultaneously, and students‟ reading skill. It means that students‟ learning interest and students‟ structure mastery cannot be neglected in teaching reading skill.</p>

scholarly journals Pengaruh Model Know Want Learned (KWL) Terhadap Keterampilan Membaca dan Menulis Bahasa Inggris Pada Siswa Kelas VIII SMP Negeri 3 Abang

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
KADEK WIRAWAN . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Direct Instruction ◽  
Random Sampling ◽  
Writing Skills ◽  
Reading Skill ◽  
Control Group ◽  
Reading And Writing ◽  
Significant Difference ◽  
Writing Skill ◽  
The Difference ◽  
Instruction Model

Penelitian ini bertujuan untuk mendeskripsikan perbedaan keterampilan membaca dan keterampilan menulis secara bersama-sama diantara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, perbedaan keterampilan membaca antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, dan perbedaan keterampilan menulis antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung. Populasi pada panelitian ini adalah siswa kelas VIII SMP Negeri 3 Abang tahun pelajaran 2016/2017 yang terdiri dari lima kelas. Pemilihan sampel dilakukan dengan teknik Random Sampling dimana dua kelas digunakan sebagai sampel, satu kelas digunakan sebagai kelompok experimen dan satu kelas sebagai kelompok kontrol. Penelitian ini merupakan penelitian quasi experiment dengan rancangan Non Equivalent Pretest-Posttest Control Group Design. Pengumpulan data dilakukan menggunakan tes keterampilan membaca dan tes keterampilan menulis. Data yang diperoleh dianalisis dengan MANCOVA dengan keterampilan membaca awal dan keterampilan menulis awal sebagai kovariat. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: pertama ada perbedaan yang signifikan pada keterampilan membaca dan keterampilan menulis secara bersama-sama antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, kedua ada perbedaan yang signifikan pada keterampilan membaca antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, dan ketiga ada perbedaan yang signifikan pada keterampilan menulis antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung.Kata Kunci : Model Know Want Learned (KWL), Keterampilan Membaca, Keterampilan Menulis This study aimed at describing the difference in reading and writing skills simultaneously of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, the difference in reading skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, and the difference in writing skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model. This is a quasi-experimental research with non-equivalent pretest-posttest control group designed. The population of the study was eighth grade students of SMP Negeri 3 Abang in the academic year of 2016/2017 consisting of five classes. The selection of the sample for this study was based on random sampling technique, two classes were selected as the sample, one class as the experimental group and the other was the control group. The data were collected by administering reading and writing test. The data were analyzed by using MANCOVA in which pre-students’ reading and writing skills used as covariat. The hypothesis was tested at 5% level of significance. The results indicated that (1) there was a significant difference in reading and writing skills simultaneously of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, (2) there was a significant difference in reading skill of the students who learned by Know Want Learned (KWL) model and those learned who by Direct Instruction model, and (3) there was a significant difference in writing skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model.keyword : Know Want Learned (KWL) Model, Reading Skill, Writing Skill

scholarly journals Film as A Media Used by Teachers to Teach Writing for Tertiary Level Students

2018 ◽  
Vol 1 (2) ◽  
pp. 180-192
Author(s):  
Ardayati Ardayati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Writing Test ◽  
Writing Skill ◽  
Cluster Random Sampling

The aim of this research was to find out whether or not it was significantly effective to use film as a media in teaching writing for tertiary level students. This study used preexperimental method which was focused on writing skill at the eleventh grade students of Senior High School Tugumulyo. The writer formulated two hypotheses; they were null hypothesis (Ho) and the alternative hypothesis (Ha). There were 352 students from nine classes as the population of this study. The sample was taken through cluster random sampling. The result was XI IA.2 class which consisted of 37 students. In this case, the writer collected the data by using writing test. Based on the findings, the result showed that tobtained was 6.38 where ttable was 1.697. It showed that tobtained was higher than ttable (tobtained more than ttable). Finally, the writer concludes that it was significantly effective to use film as  media in teaching writing at the eleventh grade students of Senior High School Tugumulyo. Keywords: teaching writing, film, media.

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