scholarly journals Improving Students’ Grammar in Writing Through Self-Monitoring Technique

2018 ◽  
Vol 6 (2) ◽  
pp. 153
Author(s):  
Umi Khoeriyah ◽  
Gunarso Susilohadi ◽  
Muhammad Asrori
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
The Self ◽  
School Students ◽  
Self Monitoring ◽  
Monitoring Technique ◽  
Senior High School Students

<p>This article discusses how self-monitoring technique can be implemented effectively in improving the students’ grammar in their writing and to what extent the improvement can be attained. It departs from the issue of Corrective Feedback (CF) i. e. the controversy of the effectiveness of CF and the type of CF that is effective. The self-monitoring technique is promoted to cope both. A Classroom Action Research had been conducted to a group of senior high school students in Indonesia. Observation and interview were employed to collect the qualitative data while test was used to obtain the quantitative data. The findings suggest that: (1) self-monitoring technique could be implemented effectively due to the presence of the students’ autonomy and it must work together with sufficient teacher’s scaffolding (2) it could improve the students’ grammar in writing viewed from the improvement of the students’ score and from the types of the mistakes. As the finding of this research has not yet investigated the effect on acquisition, further researches might be in a longer period are highly recommended.</p>

scholarly journals Kepercayaan Diri dan Kemandirian Belajar Pada Siswa SMA Negeri “X”

2016 ◽  
Vol 7 (1) ◽  
pp. 43
Author(s):  
Iffa Dian Pratiwi ◽  
Hermien Laksmiwati
Keyword(s):  
High School ◽  
High School Students ◽  
Social Science ◽  
The Self ◽  
Independent Learning ◽  
School Students ◽  
Self Confidence ◽  
Coefficient Corrélation ◽  
Science Major ◽  
Senior High School Students

This research was aimed to examine the correlation between self confidence and learning independency among senior high school students. This research was a quantitative study which involved all student of class XI social science major (ilmu pengetahuan sosial/IPS) in SMA Negeri 1 Porong with the total number of 88 students. The instrument used to collect data were self confidence and independent learning scales. Data were analyzed using Pearson’s product moment. The result shows that the coefficient correlation is 0,683 (r=0,683) in the significant level of  0,000 (p=0,000). The result means that there is correlation between self confidence and learning independency in which the relation between both variables is unidirectional. So, the higher the self confidence student have, the higher their learning independency would be and vice versa.Abstrak: Tujuan penelitian ini adalah untuk menguji hubungan antara kepercayaan diri dengan kemandirian belajar pada siswa XI IPS SMA Negeri 1 Porong. Penelitian ini merupakan penelitian kuantitatif dengan jumlah sampel sebanyak 88 siswa di SMA Negeri 1 sehingga disebut penelitian populasi, karena jumlah subjek penelitian dibawah 100. Instrumen penelitian yang digunakan adalah skala kepercayaan diri dan skala kemandirian belajar. Analisis data menggunakan product moment. Hasil analisis data menunjukkan nilai koefisien korelasi sebesar 0,683  (r=0,683) dengan taraf signifikan 0,000 (p=0,000) artinya terdapat hubungan antara variabel kepercayaan diri dengan kemandirian belajar dimana hubungan antar variabel adalah searah. Oleh karena itu, semakin tinggi kepercayaan diri yang dimiliki siswa, maka semakin tinggi pula kemandirian belajarnya, dan sebaliknya.

scholarly journals THE EFFECT OF CODED AND NON-CODED CORRECTION FEEDBACK ON THE QUALITY OF INDONESIAN EFL STUDENTS’ WRITING

2017 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Ali Saukah ◽  
Desak Made Indah Dewanti ◽  
Ekaning Dewanti Laksmi
Keyword(s):  
High School ◽  
High School Students ◽  
Corrective Feedback ◽  
Senior High School ◽  
Writing Quality ◽  
School Students ◽  
Efl Students ◽  
Better Than ◽  
Senior High School Students

Written corrective feedback (WCF) in L2 writing classrooms has gained considerable attention in applied linguistics research over the past twenty years. WCF may take different forms of teacher’s responses to errors in students’ texts, among others Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF). A number of research studies on the effectiveness of various types of corrective feedback have been undertaken; however the effect of CCF and NCCF on the quality of students’ writing in Indonesian context has not yet been explored. The objective of this study was to investigate the effects of Coded Correction Feedback and Non-Coded Correction Feedback on senior high school students’ writing quality. This study investigated the effect of Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF) on the quality of Indonesian EFL students’ writing. It involved 53 senior high school students of 11th Grade. Each student was exposed to two different treatments (CCF and NCCF) and the students’ writing quality, after receiving each type of treatments or WCF, was then measured. The effect of each feedback was estimated by comparing the individual students’ scores in writing composition after receiving CCF with their scores after receiving NCCF. The result of this study revealed that the quality of the students’ writing with CCF was better than that with NCCF. The findings of this study showed that the quality of the students’ writing receiving CCF was better than that receiving NCCF because CCF promotes awareness with noticing as well as understanding. Hence, the use of CCF can be considered more effective than NCCF.  Therefore, it is suggested that CCF be employed in giving corrective feedback to the students’ compositions to improve the quality of their writing, and that teachers employ CCF when giving WCF to improve the quality of students’ writing.

scholarly journals Effect of teacher and peer written corrective feedback on writing components in EFL classrooms

2020 ◽  
Vol 5 (2) ◽  
pp. 185-191
Author(s):  
Sonny Elfiyanto ◽  
Seiji Fukazawa
Keyword(s):  
High School ◽  
High School Students ◽  
Corrective Feedback ◽  
Senior High School ◽  
School Students ◽  
Writing Performance ◽  
Written Corrective Feedback ◽  
Content Organization ◽  
The Impact ◽  
Senior High School Students

This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance. HIGHLIGHTS: Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts. Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components. Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone. 

scholarly journals Developing Concept of the Self: The Environmentally Influenced or Innately Developed

2020 ◽  
Vol 8 (1) ◽  
pp. 73
Author(s):  
Jerald C. Moneva ◽  
Clarisa D. Quesio ◽  
Mariejun A. Navaris
Keyword(s):  
High School ◽  
High School Students ◽  
The Self ◽  
Self Concept ◽  
Survey Questionnaire ◽  
Weighted Mean ◽  
School Students ◽  
The People ◽  
Personal Experiences ◽  
Senior High School Students

Self-concept is the awareness of a person of himself/herself based on his/her experiences, knowledge, body image, skills and in the way they tend to identify themselves in different situations, Meanwhile environment is where the students interact with others and spend most of their time. Environment is also where the students learn and gain experiences. Family, friends and peers are the people who the students communicate with, the people where they share their personal experiences and the people they mostly along with. The researchers used a survey questionnaire as a tool to be answered by the Senior High School students in Jagobiao National High School the data gathered will be treated using the weighted mean, frequency, percentage and lambda to determine their correlation. The influence of the variables are noticeable not significant to each other. It means that if they don’t develop their self-concept environmentally and innately, there are other factors that develop the achievement of the students on the concept of the self.

Self-Reported Sexual Behaviors of High School Juniors and Seniors in North Dakota

1997 ◽  
Vol 80 (3_suppl) ◽  
pp. 1357-1358 ◽  
Author(s):  
Vicki Wessman Downey ◽  
Richard G. Landry
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Behaviors ◽  
Risk Taking ◽  
The Self ◽  
Late Adolescent ◽  
School Students ◽  
Adult Behavior ◽  
High School Juniors ◽  
Senior High School Students

The period of adolescence is characterized as a time of experimentation during which adolescents may engage in adult behavior in the absence of understanding the consequences of these behaviors. The purpose of this study was to examine the self-reported sexual behaviors of late adolescent junior and senior high school students ( N = 7,699). The study indicated a significantly high and disconcerting frequency of self-reported risk-taking sexual behavior.

scholarly journals Physical Education and Sports Lesson from Science High School Students' Perspective: Mixed Research Approach

2019 ◽  
Vol 7 (4) ◽  
pp. 96
Author(s):  
Aynur Yilmaz
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Research Approach ◽  
Study Group ◽  
School Students ◽  
Science High School

The aim of this study is to investigation the opinions of science high school students about physical education and sports lesson. The research is designed with an exploratory sequential pattern from mixed research approaches. The research was carried out in two Science High Schools in Kırıkkale province during the fall semester of 2017-2018 academic years. The study was conducted on three groups [first study group: 245 (141 females; 104 males); second study group: 24 (14 females; 10 males); third study group: 8 (7 female; 1 male)]. Quantitative data were obtained through the "Personal Information Form" prepared by the researcher and the "Physical Education Attitude Scale for Secondary School Students" developed by Güllü and Güçlü (2009). Qualitative data were collected by using the drawing-writing form and semi-structured interview form. Descriptive statistics, independent group t-test, one-way analysis of variance and Pearson correlation analysis were used to analyze the quantitative data. In the analysis of qualitative data, content analysis was utilized. According to the findings, it was found that the attitudes of science high school students towards physical education lesson were at a moderate level and male students had a more positive attitude than female students. There was no difference between academic achievement and class level.

scholarly journals Examination of Psychological Resilience Levels of High School Students

2020 ◽  
Vol 10 (3) ◽  
pp. 65
Author(s):  
Berkan Bozdağ
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Students ◽  
Academic Success ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Psychological Resilience ◽  
School Students ◽  
Resilience Scale ◽  
Significant Difference

The general purpose of this research is to examine the psychological resilience of high school students and to compare them with various variances. The population of the research consists of high school students studying in state high schools in Yozgat in the 2019-2020 academic year, and the sampling is consisted of 200 high school students which is determined by the sampling method. In this research, descriptive sequential pattern, which is one of the mixed method research patterns in which qualitative and quantitative research approaches are used together, was applied. Quantitative data were acquired with psychological resilience scale developed by Işık (2016). The psychological resilience scale consists of three sub-dimensions: Commitment, control and challenge. Qualitative data were collected using a semi-structured questionnaire and interview technique. Quantitative data were analyzed using the SPSS 22 package program. Since the research data showed normal distribution as a result of the analysis made with the ShapiroWilk test, binary comparisons were analyzed in independent samples with the t-test and ANOVA test. Relational analyzes were realized by using pearson correlation test. In the analysis of qualitative data, content analysis technique was used. According to the research findings gained; there was a statistically significant difference determined in favor of male participants in the sub-dimension of the athlete according to the gender variable of the participants, in favor of the students who exercise in the sub-dimension of control and the sub-dimension according to their sports. According to the academic success level variable, it was concluded that there was no statistically significant difference in the level of commitment and control sub-dimensions and general psychological resilience. In addition, it was determined that there was no statistically significant relationship between the ages of the participants, their sub-dimensions of control, challenge and general psychological resilience. As a result of the content analysis conducted in the qualitative part of the research, it was stated that the effects of the sport in the point of coping with the negative situations where the factors affecting the psychological resilience levels of the students negatively and positively are similar. Consequently, it has been determined that individuals whose sports psychological resilience is negatively affected are one of the methods they frequently use to get rid of the negative situation.

scholarly journals Psichological disposition of student; Mathematics anxiety vesus happines learning on the level education

2019 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Widodo Winarso ◽  
Arif Abdul Haqq
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Data Analysis ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Qualitative Data ◽  
School Students ◽  
Level Of Education ◽  
Senior High School Students

The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

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