scholarly journals COMPARISON OF EFFECTIVENESS OF CLUSTER MAPPING, FLOW CHARTING, AND DOUBLE/ TRIPLE ENTRY ON TEACHING WRITING SKILL

LITERA ◽  
2019 ◽  
Vol 18 (1) ◽  
pp. 92-104
Author(s):  
Daniar Sofeny
Keyword(s):  
Teaching Writing ◽  
Average Score ◽  
Validity And Reliability ◽  
Face To Face ◽  
Interview Guide ◽  
Writing Skill ◽  
Level Of Significance ◽  
Comparison Of Effectiveness ◽  
English Students ◽  
Cluster Mapping

The study was aimed to examine the effectiveness of three writing techniques, namely Cluster Mapping, Flow Charting, and Double/ Triple Entry in improving the students’ writing skill. The research technique used was descriptive comparative technique using a quantitative approach. It compared the equations and differences as phenomena to find what factors/ situations that can cause the occurrence of a particular event. The data collection techniques were Documentation study by taking the students’ writing product and interview by giving the question and answer while face to face between the interviewer with the respondent using a tool called interview guide. The try out was conducted to measure validity and reliability. The two ways ANOVA was conducted to test the hypotheses, two –way analysis of variance with F-test at the 5% (0.05) level of significance. The subject of this study was the fourth semester English students with a total of 22 people. The English students’ writing skill using three techniques was tobe the object under the study. The findings of the study were the average writing score of students using Cluster Mapping was 56.5, the average score of students’ writing using Flow Charting was 49.6, and the average score of students’ writing using Double/ Triple Entry was 63.0. It can be concluded that those three techniques of writing skill are effective to use but the most effective is the Double/ Triple Entry technique. Keywords: cluster mapping, flow charting, double/triple entry, writing skill Keywords: Cluster Mapping, Flow Charting, Double/ Triple Entry, Writing Skill

scholarly journals COMBINING PRODUCT AND PROCESS-BASED APPROACHES TO TEACHING WRITING DISCUSSION TEXTS

2016 ◽  
Vol 4 (2) ◽  
pp. 195
Author(s):  
Vina Agustiana
Keyword(s):  
Teaching Writing ◽  
Second Grade ◽  
Average Score ◽  
Writing Classroom ◽  
Writing Skill ◽  
Post Test ◽  
Field Notes ◽  
Product And Process ◽  
Level Of Significance ◽  
Teaching Learning

This study examines the activities of teaching-learning writing discussion texts when product and process-based approach combination is implemented in EFL writing classroom, the effects of applying the writing approach on EFL students’ writing skill, and the students’ attitude toward the implementation of writing approach in the classroom. It uses a mixed-methods through applying an embedded design by involving 24 second-grade students of a private university in West Java, Indonesia. There were four instruments used, namely field notes, videotapes, students’ tests (pre-test and post-test), and questionnaires. The findings show that the students were actively involved in class when the teacher applied the writing approach in writing classroom. There was also the improvement in the students’ writing skill based on the result taken from the students’ tests since the level of significance (two-tailed) in paired t-test is less than the alpha (0.000<0.05). Qualitatively, the improvements were also found in generic features, textual language, and syntactical language aspects. In addition, the students showed highly positive attitude (4.35 average score) toward the implementation of the approach in the classroom.Keywords: writing, writing skill, discussion texts, product and process-based approach combination

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 Teaching Writing in Blended Environment

2021 ◽  
Vol 8 (2) ◽  
pp. 197
Author(s):  
Handoko Handoko ◽  
Ayumi Ayumi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Teaching Writing ◽  
Average Score ◽  
Essay Writing ◽  
Face To Face ◽  
Learning Framework ◽  
Post Test ◽  
The Face ◽  
Previous Session

The article aims to describe the implementation blended learning environment in teaching writing skills. The research is based on the blended learning framework that integrates face-to-face methods and online learning methods. The face-to-face method is given to see students' activeness in delivering ideas and brainstorming before writing essays. The online learning method is used to see students' ability to elaborate ideas from drafting to become a complete essay. Thus, students can be effective in learning in class to discuss their draft an essay and not spend much time writing. The implementation of blended learning was distributed to three session: brainstorming, drafting, and final writing. The evaluation was done for each cycle. After the evaluation, students get feedback for their performance in the previous session. The result post-test shows that students in the experimental class have indicated a significant improvement in essay writing performance with significance 0,06>0,05 with an average score of 76,35. The result of the research is very important as a framework to develop learning models for teaching writing at universities.

scholarly journals THE EFFECTIVENESS OF DISCOVERY LEARNING IN IMPROVING ENGLISH WRITING SKILL OF EXTROVERTED AND INTROVERTED STUDENTS

2017 ◽  
Vol 18 (1) ◽  
pp. 41
Author(s):  
Daniar Sofeny
Keyword(s):  
Quantitative Research ◽  
Discovery Learning ◽  
Traditional Learning ◽  
Learning Method ◽  
Validity And Reliability ◽  
English Writing ◽  
Writing Skill ◽  
Eleventh Graders ◽  
Level Of Significance ◽  
Academic Year

This study aimed to describe the effectiveness of discovery learning in improvingEnglish writing skill of extroverted and introverted students which is compared withdirect instruction as the traditional learning method. In this research, the researcheremployed a quantitative research by using experimental factorial design. Thepopulation in this research was the eleventh graders of state senior high school Salein academic year 2013/ 2014 and the samples were 20 students from both classesand categories. The try out was conducted to measure validity and reliability. Andthe two ways ANOVA was conducted to test the hypotheses, two –way analysis ofvariance with F-test at the 5% (0.05) level of significance. The result of this studyrevealed that the use of discovery learning was effective to the extroverted studentsthan the introverted students. In line with it, the finding indicates that the use of directinstruction was also effective to introverted students than the extroverted students. Inother words, the result of the used of discovery learning had a bigger influence to theextroverted students rather than introverted students.

scholarly journals IMPLEMENTING GUIDED QUESTION TECHNIQUE TO INCREASE STUDENTS’ WRITING SKILL

Lingua ◽  
2019 ◽  
Vol 15 (2) ◽  
pp. 54-62
Author(s):  
Syaifudin Latif Darmawan ◽  
Ani Andrianti
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
Average Score ◽  
English Teacher ◽  
Data Display ◽  
Significant Progress ◽  
Writing Skill ◽  
Post Test ◽  
Academic Year

This study is classrom action research. It is carried out at SMP N 2 Metro in Academic Year of 2017/2018. The objectives of the research: (1) to find out whether guided question technique can increase the students’ writing skill in descriptive text; (2) to describe the process of teaching writing using guided question technique. The population of the research is the seventh grade students of SMP N 2 Metro in academic year 2017/2018 that consist of 32 students. The research is conducted in two cycles. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation. In the meantime, quantitative data are collected through test. To analyze qualitative data, the researchers use miles and huberman model. It consists of three steps: data reduction, data display and data conclusion. Meanwhile, to analyze quantitative data, the researchers employ descriptive statistic.    The result of the research indicates that the implementation of guided question technique improved the students’ writing skill in descriptive text. The average score of pre-test is 56. In the cycle 1, the researchers giving the treatment and get the students’ average score of post-test 1 is 69,23. After applying the revised planning in cycle 2, the average students’ score in post-test 2 is 76. It has reached 75% of 32 students that indicated the students passed the criterion of success. The result of students’ participation in cycle 1 and cycle 2 did a significant progress and improves in every meeting of each cycle. In addition, the use of guided questions technique is able to increase the students’ writing skill in descriptive text. The research has some suggestions; for the English teacher, it is useful to implement guided questions technique as one alternatives teaching, for the students it can be used to make the students easier in writing a text and for the further researcher this study can be used as a reference.

scholarly journals The Effect of Buzz Group Technique and Clustering Technique in Teaching Writing at the First Class of SMA HKBP I Tarutung

2017 ◽  
Vol 11 (1) ◽  
pp. 164
Author(s):  
Tagor Pangaribuan ◽  
Sondang Manik
Keyword(s):  
Research Result ◽  
Real Life ◽  
Teaching Writing ◽  
Average Score ◽  
Writing Ability ◽  
Controversial Subject ◽  
Clustering Technique ◽  
Writing Skill ◽  
Good For ◽  
North Sumatra

This research held at SMA HKBP 1 Tarutung North Sumatra on the research result of test X12 and XI2 students, after they got treatment in teaching writing in recount text by using buzz group and clustering technique. The average score (X) was 67.7 and the total score buzz group the average score (X) was 77.2 and in clustering technique, the average score (X) was 74.5 it mean that there is an improvement of students score after they got treatment. From the score of the test, a calculation was made to find out whether the buzz group and clustering technique significantly affects students writing ability. In Buzz group allows everyone’s ideas to be expressed. Students learn to work in real-life situations where others’ opinions are considered., in BG sets the groundwork to get discussion, expressing opinions, it is good for dealing with controversial subject Buzz group is significantly effect writing skill of the students.

scholarly journals IMPROVING STUDENTS’ WRITING DESCRIPTIVE TEXT THROUGH THINK-PAIR-SHARE TECHNIQUE

2021 ◽  
Vol 4 (2) ◽  
pp. 261
Author(s):  
Rika Febriyantika ◽  
Aseptiana Parmawati
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Average Score ◽  
Writing Classroom ◽  
Learning Situation ◽  
Writing Class ◽  
Writing Skill ◽  
Classroom Action Research ◽  
Writing Scores

Writing is troublesome to be  learned  and  taught for some students. One technique that can be used in teaching writing is TPS. The research was conducted in SMP Plus Nurulhidayah Pasundan. The researchers identify some problems, such as: 1) Does teaching writing using TPS improve the students’ writing creativity?, 2) How is the teaching and learning situation when TPS implemented in the writing class?. Classroom Action Research was used in this research. From the result of pre-test, we found that the result of students’ writing was under average and still far from what was expected. The finding was supported by the result of students’ writing scores. The average score of pre test was 47.1. After the implementation of TPS activities in every cycle, the students’ writing score were getting better. It can be seen from the result of students’ average score Cycle 1 was 51.8 and Cycle 2 was 71.09 It can be concluded that TPS can improve students’ writing creativity and TPS can improve writing classroom into a better situation. Keywords:  Think Pair Share, Writing Skill, CAR  

scholarly journals Boosting English Students’ Writing Skill via Roundtable Strategy

2021 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Kasmaini Kasmaini
Keyword(s):  
Education Research ◽  
English Education ◽  
Research Programme ◽  
Teaching Writing ◽  
Writing Ability ◽  
English Writing ◽  
Student Activity ◽  
Writing Skill ◽  
English Students ◽  
Test Result

The purpose of this study is to use a roundtable technique to improve the writing capacity of S1 English education studies students at FKIP UNIB. This study's architecture is based on classroom action studies. It was completed in three cycles. The instruments are a checklist, an observation, and a measure. The results of the checklist revealed that there was an improvement in student activity from cycles 1, 2, and 3. Meanwhile, the observation outcome represented an increase in students' awareness of the roundtable strategy's application from the first to third period. Finally, the test result indicated an improvement in score from cycle 1 to cycle 3 name from 75, 79, and 83.5. The results of the three instruments indicate that the roundtable approach will increase the writing capacity of English education research programme students. This strategy can be used in teaching writing for students.Keywords : boosting English, writing ability, roundtable strategy

scholarly journals IMPROVING STUDENTS WRITING SKILL BY USING FREE WRITING TECHNIQUE

2020 ◽  
Vol 1 (2) ◽  
pp. 31-38
Author(s):  
Mustakim Sagita Jamaliah
Keyword(s):  
T Test ◽  
Teaching Writing ◽  
P Value ◽  
Writing Skill ◽  
Free Writing ◽  
Eighth Grade Students ◽  
Post Test ◽  
Class Viii ◽  
Written Test ◽  
Level Of Significance

The aimed of this research is to find out does the use of free writing technique improve students’ writing skill or not. The research conducted at SMPN 1 Kembang Tanjong with experimental research design. The population was all of the eighth grade students with the total number of students were 106. The sample was class VIII 1 as experimental class and VIII 2 as control class. The instrument used in pre-test and post-test was a set of written test. Rubric scoring system by Heaton used to analyze the students writing score and independent T-test used to analyze the data. The result of data analysis showed that in pre-test the students at experimental class got mean score 53,5 while at control class got 52,10. In post-test, the students at experimental class who taught writing by using free writing technique got a mean score 78,08 and at control class students who was not got the treatment as in experimental class only got a mean score 57,70. The result of independent T-test, at pretest t-count ? t-table (0,154 ? 1,685) and P-value ? level of significance (0,879 ? 0,05) it means there were no significantly differences between experimental class and control class at pre-test and at posttest t-count ? t-table (3.845 ? 1,685) and P-value ? level of significance (0,00 ? 0,05) it means teaching writing by using free writing technique improve significantly the students writing skill. So, the hypothesis was accepted. Key Words: Writing, Free Writing, Descriptive Text

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