scholarly journals Peningkatan Keterampilan Menulis Tegak Bersambung Melalui Metode Guided Writing di kelas II SDN 02 Macanan

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Wahyu Drajad Sitaresmi
Keyword(s):  
Guided Writing

<p>Tujuan penelitian ini adalah untuk meningkatkan keterampilan menulis tegak bersambung pada peserta didik kelas 2 melalui penggunaan metode <em>Guided Writing </em>dalam pembelajaran <em>googlemeet. </em>Setiap siklus pada PTK ini meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian ada 10 peserta didik dan guru kelas 2. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, tes, dan dokumentasi. Tes uji validitas datanya menggunakan triangulasi. Teknik analisis datanya meliputi pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini nilai rata-rata kelas pada pratindakan 54,50 dengan ketuntasan klasikan 30%. Siklus I meningkat nilai rata-rata kelas menjadi 68,13 dengan ketuntasan klasikal 50%. Siklus II meningkat nilai rata-rata kelasnya menjadi 76,13 dengan ketuntasan klasikal 70%. Siklus III meningkat kembali nilai rata-rata kelasnya menjadi 81,39 dengan ketuntasan klasikal 90%. Simpulan penelitian ini yaitu penggunaan metode <em>Guided Writing</em> dapat meningkatkan keterampilan menulis tegak bersambung pada peserta didik kelas II SDN 02 Macanan tahun ajaran 2020/2021.<em></em></p>

scholarly journals Effectiveness of Guided Writing in Teaching Composition

2015 ◽  
Vol 4 ◽  
pp. 18-25
Author(s):  
Dipendra Kumar Khatri
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Sample Population ◽  
Guided Writing ◽  
Post Test ◽  
Teaching Composition ◽  
The Individual ◽  
Individual Scores ◽  
Experimental Group ◽  
Practical Teaching

This article summarizes the study conducted to find out the effectiveness of guided writing in teaching composition. Fifty-two students of grade nine studying at Khelnechour Secondary School, Surkhet were the sample population of this research. The researcher requested one of the teachers to involve in the practical teaching for carrying out the research. The tests (pre-test and post test) were the major tools for data collection. The students were ranked from the first to the fifty-second position based on the results of the pre-test. They were divided into two groups based on odd-even ranking of the individual scores. Then, experimental group was taught through guided writing activities whereas controlled group was taught without guided writing activities. Each groups attended thirty lessons. Then the post-test was administered. The results of these two tests (Pre and Post) were compared and found that guided writing activities were more effective in teaching composition. Journal of NELTA Surkhet Vol.4 2014: 18-25

scholarly journals Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing

2011 ◽  
Vol 33 (1) ◽  
pp. 27
Author(s):  
Mayumi Kobayakawa
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Writing Instruction ◽  
Writing Skills ◽  
High School English ◽  
English Classes ◽  
Free Writing ◽  
Guided Writing ◽  
English Textbooks ◽  
English I

A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

scholarly journals Developing Students’ Skill in Script Writing for Their Final Project by Applying Guided Writing Task

Humaniora ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 141
Author(s):  
Mutia El Khairat ◽  
Sariani Sariani
Keyword(s):  
Qualitative Study ◽  
Writing Skills ◽  
English Department ◽  
Shared Task ◽  
Final Project ◽  
Guided Writing ◽  
Writing Task

The aim of this research was to develop students’ skill in script writing as it was one of the obligations for final year students of English Department, State Polytechnic of Padang (PNP). A qualitative study which was based on the theory of writing task stages highlighted by the expert in this area was taken. The analysis itself was perceived by applying ‘Guided Writing Task’ stages; Draw and Write Task and Shared Task which resulted in a few written draft scripts. For the triangulation to validate the data, a list of the question was conveyed to the students. The implementation of these two tasks and the students’ answer for the questionnaire show that this research has been helpful in improving their script writing skills, particularly on the grammar and organization of how a script should be written. 

A story-writing based study on the acquisition of aspect in Spanish by Mandarin Chinese learners

2020 ◽  
Vol 33 (2) ◽  
Author(s):  
Yuliang Sun ◽  
Lourdes Díaz Rodríguez ◽  
Mariona Taulé
Keyword(s):  
Mandarin Chinese ◽  
L1 Transfer ◽  
Semantic Level ◽  
Aspect Hypothesis ◽  
Lexical Aspect ◽  
Chinese Learners ◽  
Students First ◽  
Guided Writing ◽  
Story Writing ◽  
Writing Tests

Abstract In this paper, we analyze the acquisition of Spanish past tense aspect by Mandarin Chinese learners of Spanish by means of three semi-guided writing tests. Specifically, we analyze the choice of pretérito indefinido and pretérito imperfecto, taking into account lexical aspect, grounding information, and the combination of both as variables. Moreover, we analyze whether transfer from Mandarin Chinese, the students’ first language (L1), occurs in the acquisition process. Our results partly support the Lexical Aspect Hypothesis (Andersen, 1991; Andersen & Shirai, 1996) and the Discourse Hypothesis (Bardovi-Harlig, 1994). According to these hypotheses, verbal properties and grounding information play a role in the selection of pretérito indefinido or pretérito imperfecto. Finally, our data support the existence of L1 transfer at the semantic level only.

Interactive Journaling as a Clinical Tool

2014 ◽  
Vol 36 (1) ◽  
pp. 31-42 ◽  
Author(s):  
William Miller
Keyword(s):  
Relevant Information ◽  
Written Language ◽  
Therapeutic Writing ◽  
Clinical Tool ◽  
Self Help ◽  
Therapeutic Value ◽  
Guided Writing ◽  
Quasi Experimental ◽  
And Behavior ◽  
Evidence Based Guidelines

Spoken language is the primary medium of counseling and psychotherapy. The therapeutic value of written language has also been studied extensively, both to provide self-help information and to elicit personal reflection. Interactive journaling (IJ) is a guided writing process that combines both of these functions. It has differed from usual therapeutic writing in two ways: (a) by integrating the presentation of treatment-relevant information in graphic-enhanced text to engage the reader, and (b) by offering frequent structured opportunities for the client to respond to and integrate material being presented. This article provides a description and the first review of research on IJ as a clinical tool. Experimental and quasi-experimental evaluations support a link between IJ and behavior change. Research on motivational interviewing offers evidence-based guidelines for structuring IJ materials to elicit language favoring change, as well as testable hypotheses linking writing processes with outcomes. Implications for counseling practice and research are considered.

The Psychology Portfolio: Promoting Writing and Critical Thinking about Psychology

1993 ◽  
Vol 20 (3) ◽  
pp. 170-172 ◽  
Author(s):  
Cheryl A. Rickabaugh
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Writing Assignments ◽  
Course Content ◽  
Guided Writing ◽  
Term Paper ◽  
The Subject ◽  
Undergraduate Psychology ◽  
Traditional Term

Guided writing assignments can encourage critical thinking in undergraduate psychology classes. Students (N − 96) were surveyed to assess the effectiveness of the method. Results suggested that the assignments were at an appropriate level for the course. Students indicated that they were able to relate the assignments to the course convent and that the assignments made the lecture and text material easier to understand. Overall, students thought that the assignments were integrated into the course content. Perhaps most important, students indicated that the assignments helped develop their individual interests in the subject matter. Finally, these assignments were overwhelmingly preferred to a traditional term paper.

scholarly journals Needs Analysis of Arabic Guided Writing Material Using Task-Based Learning

2019 ◽  
Vol 11 (2) ◽  
pp. 281-304
Author(s):  
Muhammad Kamal bin Abdul Hakim
Keyword(s):  
Qualitative Method ◽  
Academic Skills ◽  
Needs Analysis ◽  
Questionnaire Data ◽  
Authentic Material ◽  
Analysis Process ◽  
Practice Task ◽  
Guided Writing ◽  
Qualitative Technique ◽  
Descriptive Qualitative

Writing is not only as academic skills but also it as as important skills to facilitate the career and life needs. Writing material must be designed to realize the skills that are directly implemented in daily life. Therefore, the needs analysis process is a necessity to find out those needs. The aim of study was to get the students’ needs of Arabic guided writing material through task-based learning. Writing has to create as task learning because it needs more practice. This study needs to design guided material. The research used qualitative research using descriptive qualitative method. The process of collecting data used documentation, interview and questionnaire. Data analysis used descriptive qualitative technique and judgment experts. The result of finding show that teacher and students need authentic material refers to practice. Task-based learning has offered the variation of task. Almost the participant answered that the types of task is available with the Arabic guided writing learning. This study is not oriented to the writing material content but also combined with the variation task activity. It can be implemented in guided writing subject. The consortium is able to develop in the material arranging.

scholarly journals The Influence of Guided Writing Materials Toward Students’ Writing Ability of the Fifth Semester Students at English Study Program FKIP UR

2020 ◽  
Vol 9 (1) ◽  
pp. 27
Author(s):  
Salwa Salwa ◽  
Kurniati Kurniati
Keyword(s):  
Significant Influence ◽  
The Other ◽  
Study Program ◽  
Pearson Product Moment Correlation ◽  
Writing Ability ◽  
Writing Test ◽  
Reliability Calculation ◽  
Guided Writing ◽  
Research Findings ◽  
The Mean

This study investigated the influence of guided writing materials in students’ writing ability at English Study Program FKIP UR in which forty students that simple randomly selected at English Study Program FKIP UR. The instruments used were questionnaire and writing test. Based on the research findings, the responses of questionnaire were coded into interval score by using Likert Scale which showing the students’ ability and their opinion in guided writing that consisted of fifteen statements based on six indicators in the form of frequency. On the other side, writing test administered in term of finding the students’ writing ability. It was a writing outlining with fifteen listed in the form of brief statements. Before the research revealed, the tried out had been applied in assessing the validation of the instrument by using Pearson Product Moment correlation formula indicated that items were valid. Reliability calculation were performed in Cronbach’s Alpha denoted that the instrument was reliable. The instrument can be stated reliable when if it has Cronbach Coefficient is higher than 0.60. based on research findingsm it can be concluded that: first, the students’ writing by using guided writing was categorized into good category 56.2, second, the mean score of students’ writing test is 50.68, it can be stated that students’ writing ability is categorized into good category. While Fcount is 27.78 and Ftable  is 4.25. Based on its criteria, H0 is accepted if Ftable < Fcount and Ha is accepted if Fcount > Ftable. After it compared (27.78 > 4.25), it showed that H0 is rejected. It can be concluded that there was significant influence of guided writing in students’ writing ability.

scholarly journals KEEFEKTIFAN STRATEGI MENULIS TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN MENGARANG NARASI DI KELAS IV SD NEGERI 003 TASIK JUANG

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Yunismar Yunismar
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Writing Skills ◽  
Class Action ◽  
Writing Strategies ◽  
Narrative Writing ◽  
Fourth Grade Students ◽  
Writing Strategy ◽  
Guided Writing ◽  
Planning Action

This research is motivated by the low learning outcomes of students' narrative writing skills at SDN 003 Tasik Juang. This research was conducted in class IV with a total of 25 students. The purpose of this study is to improve students' narrative writing skills by implementing guided writing strategies. This research is a class action research consisting of two cycles with stages of planning, action, observation and reflection. The results showed in learning 1 the number of students who completed as many as 19 people with a percentage of 76% and as many as 6 people who did not complete with a percentage of 24%. In learning 2 the number of students who completed as many as 21 people with a percentage of 84% and as many as 4 people who did not complete with a percentage of 16%. In learning 3 the number of students who completed as many as 22 people with a percentage of 88% and as many as 3 people who did not complete with a percentage of 12%. In the last study, the number of students who completed as many as 23 people with a percentage of 92% and as many as 2 people who did not complete with a percentage of 8%. Based on the results of this study it can be concluded that the implementation of the guided writing strategy has proven to be effective in improving the learning outcomes of narrative writing skills of the fourth grade students of SDN 003 Tasik Juang.

scholarly journals THE EFFECT OF “RICH MEDIA-GUIDED WRITING STRATEGY” ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Martina Handayani Silalahi ◽  
Sri Minda Murni
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Writing Test ◽  
Rich Media ◽  
Writing Strategy ◽  
Guided Writing ◽  
Level Of Significance ◽  
Experimental Group

This research aims at investigating the effect of rich media guided writing strategy on the students’ achievement in writing descriptive text. It was conducted by using experimental research design. The Population of this research was the tenth (X) grade students of SMA Negeri 1 Dolok Merawan. There were two classes as the sample. The first class (X MIA 1), the experimental group consisted of 20 students, and the second class (X IS 1), the control group consisted of 20 students. The experimental group was taught by using rich media-guided writing strategy while control group was taught by using pen and paper-guided writing strategy. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The analysis showed that the score of students in the experimental group by using rich media guided writing strategy was higher than the score of students in the control group by using pen and paper guided writing strategy, at the level of significance (α) 0.05 with the degree of freedom (df) 38, the t-observed was 2,818 while the t-table was 2,024. Therefore, the application of rich media guided writing strategy significantly affected the students’ achievement in writing descriptive text. Keywords: Rich Media-Guided Writing Strategy, Writing Descriptive Text.

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