scholarly journals AN ANALYSIS ON THE ADVANTAGES OF COOPERATIVE LEARNING APPROACH IN TEACHING WRITING

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Chamisah Chamisah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching Writing ◽  
Learning Approach ◽  
Written Communication ◽  
Teaching Learning ◽  
Share Information

This article aims to explain an analysis of cooperative learning approach advantages in teaching writing. Accordingly, learning writing by using cooperative learning makes the students easier in developing the ideas to write. This approach is more than just putting students into groups, but the students can work together, share information, and they are responsible for completion of the tasks in group as well. Besides, in this approach, the students can transfer their information and knowledge to the others and help each other in getting the ideas to develop in written communication during teaching-learning process.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students Of SMPN 1 Ngebel

2017 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

<p>The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel in Schooling Years 2013/2014.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.</p>

scholarly journals The Use of Cue Card in Cooperative Learning for Teaching Vocabulary

2019 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
Parmi Parmi
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Document Analysis ◽  
Learning Method ◽  
Grade Student ◽  
Teaching English ◽  
Case Research ◽  
The Subject ◽  
Teaching Learning ◽  
Learning English

Vocabulary is the basic of English that is very important and difficult to master. Vocabulary will help students to master the four skills of language. Therefore, teacher have to make creative and interesting a way for teaching vocabulary.This study concern about how cue card and cooperative learning is used for teaching vocabulary. This study focused on theuse cue card as learning media and cooperative learning as learning method. The subject of this study was seven grade student of SMP N 41 Semarang. The aim of this study was to describe the implementation of cue card with cooperative learning in teaching vocabulary to the students in the classroom. This study was a qualitative case research. The observation, questionnaire, interview, and document analysis was used to collect the data. The questionnaire was given at the end of the study. The observation sheet used to monitor the students and teacher’s activities during the teaching learning process. The intrview was done at the end of the meeting.Based on the result, the researcher concluded that the use of cue card for teaching English vocabulary is interesting, effective, efficient, and arffordable. In addition, cooperative learning was helpfull to increase the student’s confidence.   Keywords: Cue Card, Cooperative Learning, English Vocabulary

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals THE INFLUENCE OF SKYPE TOWARDS STUDENTS’ WRITING SKILL

2021 ◽  
Vol 1 (2) ◽  
pp. 48-58
Author(s):  
Yuski Iskandar ◽  
Sayid Ma’rifatulloh
Keyword(s):  
Second Language ◽  
Conventional Method ◽  
Significant Influence ◽  
Learning Process ◽  
Alternative Solution ◽  
Teaching Writing ◽  
English As Second Language ◽  
Writing Skill ◽  
The Media ◽  
Teaching Learning

One of the main skill in learning English as second language is writing. Learning writing is necessarily important nowadays, not only for education purposes but also for occupation purposes as well. However, most of the students feel bored in writing; one of the reasons is because the teaching learning process still uses conventional method. Thereby, it seems that writing is difficult and boring because the students score in writing is low. Therefore, the researcher uses Skype as the media in teaching writing as an alternative solution for this problem. The study aim is to find if there is any significant influence of using Skype towards students’ writing skill especially in writing descriptive text. The result of this study showed that there is a significant influence of using Skype towards students’ writing skill.

“Improving The Students’ Writing Narrative Text by Applying Cooperative Learning Type Student Teams Achievement Divisions (STAD)”

2019 ◽  
Vol 2 (4) ◽  
pp. 588
Author(s):  
Enry Pratama Poetra ◽  
Devi Sansan Gustiana ◽  
Iman Santoso
Keyword(s):  
Cooperative Learning ◽  
Narrative Text ◽  
Teaching Writing ◽  
Learning Approach ◽  
Text Data ◽  
Student Teams ◽  
Tenth Grade ◽  
The Subject ◽  
The Difference ◽  
Generic Structures

This research aimed to analyze the student teams achievement divisions (STAD) technique of cooperative learning approach to improve writing narrative text. This study was a quantitative method and pre-experimental design in this research,the subject of the study was implemented in RPL 1 class tenth grade students of SMK Mahardhika Batujajar west Bandung in the 2018- 2019 academic years as sample. The data were obtained from several sources including the data analysis of pretestand posttest, then the dataanalysis of descriptive statistics and N-Gain. The results of this reserach that student teams achievement division(STAD) technique is effective in teaching writing narrative text data from classroom observation and students texts show the improvement in students writing skill in writing narrative text. The students write a good narrative text with clear generic structures and can understood the linguistic. It could be seen from the average of posttest results was 78.87 and the data avarege of pretest results in class research was 41.17 the difference score pretest and postest showed the STAD technique can improve students ability writing narrative text.Key Words: Cooperative Learning, STAD, Writing, Narrative text.

scholarly journals Philosophical and Biological Foundation of Brain Based Learning: A Phenomenological Approach

2021 ◽  
Vol 6 (2) ◽  
pp. 1-16
Author(s):  
Fozia Fatima ◽  
Sabir Ali
Keyword(s):  
Learning Process ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Approach ◽  
Subjective Method ◽  
Brain Based Learning ◽  
Teaching Learning ◽  
The Mind ◽  
Biological Foundation

This investigation was undertaken to look at the philosophical and biological foundation of brain based learning through phenomenological approach. Subjective method of investigation was used. Interviews were taken through semi-structures procedure in which 12 instructors were involved as a sample. Two topics of the examination were assessed and it was discovered that authenticity, optimism, realism, dualism, naturalism, cognizant and oblivious part of cerebrum and constructivism were straightforwardly related with brain oriented learning approach. Correspondingly, Brain is not organically comprehended by the educator completely in light of the fact because cerebrum discovery is tranquil as a young ground of teaching learning process. Instructor have been rehearsing cerebrum based adapting normally yet they are not ready to express a reasonable balanced for their activity yet the educators still practice the mind based adapting adequately. Keywords:  Brain-Based Learning, Philosophical and Biological Foundation, Phenomenological Study

scholarly journals STUDENTS’ PERCEPTION TOWARD THE IMPLEMENTATION OF DIGITAL STORYTELLING IN TEACHING WRITING

2016 ◽  
Vol 3 (2) ◽  
pp. 97
Author(s):  
Yanuarti Apsari ◽  
Intan Satriani
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Writing ◽  
Writing Ability ◽  
Technology In Teaching ◽  
The Subject ◽  
Teaching Learning ◽  
General Communication ◽  
Development Of Students

This paper reports a research of students’ perception on the implementation of digital storytelling in teaching writing to second semester students of STKIP Siliwangi Bandung. The research aims to find out the benefits and challenges of using digital storytelling. This research comes up due to answering digitalization era. Wherein, students should be accommodated by technology in teaching learning process. The research was conducted at STKIP Siliwangi Bandung. The subject of this research was writing for general communication students. The data were obtained from students’ interview. The findings revealed that there are some benefits. They are the development of students’ writing ability, the improvement of students’ reading comprehension, the development of students’ cooperation skill, the increasing of students’ participation in the class, fun learning’s atmosphere and the increasing of students’ writing interest. The challenges had something to do with students’ proficiency. Based on those findings, it is suggested to obtain deep data of the research and to modify new teaching practice.

scholarly journals TEACHING WRITING DESCRIPTIVE TEXTS TO THE EIGHTH YEAR STUDENTS: “PUT YOURSELF IN THE PICTURE” ACTIVITY

2016 ◽  
Vol 5 (1) ◽  
pp. 78-103
Author(s):  
Krisdian Eka Permatasari
Keyword(s):  
Learning Process ◽  
Teaching Writing ◽  
Qualitative Design ◽  
Writing Class ◽  
Three Stages ◽  
Research Questions ◽  
Teaching Learning ◽  
Generic Structures ◽  
Descriptive Writing

Writing is considered as a complicated and difficult skill to be mastered by the students. Several difficulties are found in learning of descriptive writing. Dealing with the case, the research questions are proposed as follows: (1) How is “Put Yourself in the Picture” activity implemented by the teacher in teaching descriptive texts? and (2) How are the results of the students in writing descriptive texts in the aspects of grammar, vocabulary, content and organization through the implementation of “Put Yourself in the Picture” activity? This research is qualitative design in which the researcher acted as the observer to collect information as the evidences in the writing class to find the teacher’s and students’ activities in implementing “Put Yourself in the Picture” activity in the three stages of teaching learning process in writing descriptive texts. The results of the research showed that the teacher and the students implemented “Put Yourself in the Picture” activity in some of the these activities, as follows: (1) introducing the essay topic; (2) listing the words or phrases relating to the topic; (3) Making sentences based on the listed ideas; (4) identifying the generic structures and language features of descriptive text; (5) Writing the descriptive text; (6) Making groups and giving feedbacks of the writing’ results; (7) Editing and re writing the final drafts. Besides, the students’ learning writing progresses are described into five categories. They are (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. These criteria are based on the students’ writing results analyzed in the aspects of grammar, vocabulary, content, and organization.

Sign in / Sign up

Export Citation Format

Share Document