scholarly journals IMPROVING STUDENTS NARRATIVE WRITING PROCESS THROUGH SERIES OF PICTURE CLASSROOM ACTION RESEARCH

2019 ◽  
Vol 2 (3) ◽  
pp. 404
Author(s):  
Yani Cahyani ◽  
Dede Mita Nurjanah
Keyword(s):  
Quantitative Method ◽  
Narrative Text ◽  
Teaching Writing ◽  
Narrative Writing ◽  
Writing Test ◽  
Twelfth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Media ◽  
Implementing Strategies

Dealing with the difficulties in writing can be carried out by implementing strategies in teaching writing. This research is done to know the benefits of using series of pictures in the process of narrative writing. It is expected that the research can be interesting and enjoyable ways. It is also expected by  the teacher to know  that using series of picture, the students can be stimulated to think cratively in gaining the ideas and learning the narrative writing well. The method of the research was quantitative method, or more specifically quasi-experimental design to see the effectiveness series of picture toward students ’writing skill in narrative text. The population of  this reserach was twelfth grade students of SMK Negeri 1 Cijati Cianjur and the sample was class XII. The form of instrument in this research was narrative text writing test. The data was collected by using pre-test and post-test measurement on the control and experiment class and comparing the gained scores between both classes. The result presented that the picture series as media in writing narrative text is effective towards students’writing skill in narrative text. The result of calculation presented that in the significance degree of 5%,the value of t-test (to) >t-table (tt) (5.514> 1.992).According to the criteria of the test, the result showed that there is a significant diferrence between students’writing skill in narrative text by using picture series as media and without picture series.it means that, the picture series is effective and applicable as the media in writing narrative text.

scholarly journals TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING

2020 ◽  
Vol 3 (3) ◽  
pp. 329
Author(s):  
Indra Rizki ◽  
Deyan Nouvaldi ◽  
Yanuarti Apsari
Keyword(s):  
Collaborative Learning ◽  
Round Table ◽  
Narrative Text ◽  
Teaching Writing ◽  
Writing Ability ◽  
Writing Test ◽  
Scientific Approach ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

Writing is an important skill that should  be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are writing test (pre-test and post test), observation, and interview. The data were analyzed by using statistical product and service solution (SPSS) 25 which through the normality and mann whitney process. The findings showed that the calculation result of gain score showed that the significance value was lower than 0.05 (0.0049 < 0.05) which means there is a difference between students who were taught by Collaborative Learning and those who were taught by using Scientific Approach. Keywords:  Writing, Narrative, Collaborative Learning, Round Table Technique

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

Applying Dictologloss Technique on Students’ Narrative Text: A Quasi Experimental Study

2020 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Mohammad Ridho Kholid ◽  
Dhanan Abimanto ◽  
Wiwied Pratiwi
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Narrative Text ◽  
Test Design ◽  
Narrative Writing ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This article was to find out about the effectiveness of applying dictogloss technique on students’ narrative text. A Quasi-Experimental design was used in this method, with using pre-test and post test design. Subject of this research was at the eleventh grade  at state senior high 10 Bandar Lampung.  The result of this study showed that the value of to  (tobservation ) was 5.2. The value of t table with degree of freedom 38 in significance degree 5 % was 2.02 and in significance degree 1% was 2.71. It indicated that to was higher than or 2.02 < 5.26 > 2.71. for those analysis, the null hypothesis (Ho) was rejected and t alternative hypothesis (Ha) was accepted. Hence, it was inferred that there were significant difference between students’ narrative writing score who were taught by dictoglos technique. Keywords: Dictogloss Technique, Experimental Design, Narrative Text

scholarly journals The Application of Multimedia Humor in Malay Language Narrative Writing

2019 ◽  
Vol 8 (2S2) ◽  
pp. 427-429
Keyword(s):  
Writing Skills ◽  
Visual Images ◽  
Test Design ◽  
Narrative Writing ◽  
Single Group ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
The Mean

By adopting a Dick and Carey model, thepurpose of this study was to develop a multimedia humour model for the teaching of Malay narrative writing and test the effectiveness of the model in the classroom. This study was conducted to a group of 29 students at SekolahMenengahKebangsaan Syed Mashor, Batang Kali, Selangor. The research design was quasi experimental involving single group pre-test and post-test design. Following this design, participants were selected, pre-tested, and exposed to the multimedia video (animation) and then post-tested. The instrument used in this research was the writing test on Malay narrative focusing on cleanliness. Descriptive quantitative analysis was employed on the findings (frequency, percentage and mean) followed by a comparison of pre-test and post-test. The findings show that there were significant differences between the pre and post-test. In the post-test, the mean score for the participants after receiving the intervention were higher than the mean scores for the pre-test. The findings also reveal that the use of visual images (animation), sound and graphic through multimedia video for teaching Malay narrative writing help the students to improve their vocabularies and writing skills. Thus, teachers may also adopt this type of learning approach to attract student’s attention towards the subject and hence, improve their academic performance of a particular subject.

scholarly journals The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Murni Hayati binti Mohd Dollah ◽  
Subadrah Madhawa Nair ◽  
Walton Wider
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Esl Writing ◽  
Esl Teachers ◽  
Content Quality ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Descriptive Writing ◽  
Experimental Group

Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.

scholarly journals Extensive reading to improve students’ writing of explanation text

2020 ◽  
Vol 5 (1) ◽  
pp. 109
Author(s):  
Siti Nur Aida ◽  
Elok Widiyati
Keyword(s):  
Teaching And Learning ◽  
Teaching Writing ◽  
Extensive Reading ◽  
Islamic School ◽  
Writing Ability ◽  
Writing Test ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aims at finding out whether or not the use of extensive reading is effective for teaching writing explanation text to the eleventh grade at Islamic University in Semarang. Quasi experimental research was applied as the method. The researchers took two groups as the sample, they were XI MIPA 6 as the experimental class and XI MIPA 2 as the control class. The total subject of this research was 65. This research used SPSS in analysing the data of writing test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significance difference in the writing ability of explanation text between eleventh-graders who were taught by using extensive reading and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 64.4118 and control class which is 48.5484 and as a result Sig. (2-tailed) is 0.00 < 0.05. Therefore, the null hyothesis of this research is rejected. It means that the use of extensive reading had significantly improved the eleventh-graders’ writing ability of the explanation text in English teaching and learning process of the experimental class at Islamic School in Semarang in the academic year 2018/2019.

scholarly journals A GENRE BASED APPROACH IN IMPROVING STUDENTS’ WRITING NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 53-63
Author(s):  
Rohimah NA
Keyword(s):  
Junior High School ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Quantitative Method ◽  
Alternative Hypothesis ◽  
Narrative Text ◽  
Teaching Writing ◽  
Eighth Grade Students ◽  
Post Test ◽  
Independent Variable

This research investigates Genre-based Approach in improving the students’ writing narrative text. The aims of this study were to to find out the effects of the Genre-based Approach in teaching writing narrative text. In collecting data, the writer used instrument; it is writing text (pre-test and post-test). The population of the research was the eighth grade students’ of Junior High School Karangtengah Garut. The writer used a proportional random sampling, so there were 34 students as the sample (25%) of the population: 15 males and 19 females. This research a used quantitative method and the pre-experimantal design. Two variables in this research: the independent variable research was using Genre-based Approach in teaching narrative text, and dependent variable was using narrative text in improving the writing skill. The result of the research showed that tobserved was 13.96 and tcritical was 2.0423. The criteria of test; Ho was accepted if - tcritical ≤ tobserved ≤ tcritical so that it was concluded that null hypothesis (HO) was rejected and the alternative hypothesis (Ha) was accepted because the score was – 2.0423 ≤ 13.96 ≥ 2.0423; therefore, there was a significant effect of using Genre-based Approach in teaching writing narrative text and 76% of students writing narrative text using Genre-based Approach was improved

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

scholarly journals Comprehending Narrative Text: The Effectiveness of Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 5 (2) ◽  
pp. 139-148
Author(s):  
Miftah Fariduddin ◽  
Firman Parlindungan
Keyword(s):  
Reading Comprehension ◽  
Narrative Text ◽  
Analysis Of Covariance ◽  
Test Design ◽  
Randomized Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aim of this study was to investigate whether there was significant difference on the students’ reading comprehension of narrative text between those who were taught through Cooperative Integrated Reading and Composition (CIRC) method and those who were not. Forty-nine students were selected as the sample and quasi-experimental, non-randomized pre-test and post-test design were employed. The analysis of covariance showed that the students who were taught by using CIRC method statistically outperformed those who were not on their reading comprehension of narrative text, (F (1, 48) = 13.56, p < .05). This result implies that CIRC is an effective method to teach reading comprehension, particularly on narrative text. Since this study only focused on narrative text, future researchers might be interested to seek the effect of CIRC on other text genres. Similar study though may be conducted with a randomized design of larger population.

scholarly journals EFEKTIVITAS PENGGUNAAN KARTU IDENTITAS BAHASA JEPANG TERHADAP PENGUASAAN PERCAKAPAN SEDERHANA PADA SISWA SMA

2016 ◽  
Vol 1 (3) ◽  
pp. 8
Author(s):  
Robby Putra Prakoso ◽  
Neneng Sutjiati ◽  
Ahmad Dahidi
Keyword(s):  
Quantitative Research ◽  
Japanese Language ◽  
Test Design ◽  
Significance Level ◽  
Post Test ◽  
Identity Card ◽  
Quasi Experimental ◽  
The Media ◽  
Identity Cards ◽  
Speaking Skills

Kemampuan berbicara merupakan hal penting bagi pembelajar bahasa Jepang. Masalah yang sering ditemukan pada siswa dalam pembelajaran keterampilan berbicara bahasa Jepang yaitu di antaranya siswa sering kali merasa bingung dan tidak percaya diri untuk berbicara bahasa Jepang. Hal ini dikarenakan kurangnya latihan pada keterampilan berbicara. Berdasarkan latar belakang di atas, peneliti melaksanakan penelitian mengenai efektivitas penggunaan kartu identitas bahasa Jepang terhadap kemampuan berbicara siswa. Tujuan penelitian ini adalah untuk mengetahui efektivitas penggunaan media kartu identitas terhadap kemampuan berbicara bahasa Jepang. Selain itu, tujuan penelitian ini adalah untuk mengetahui tanggapan siswa mengenai media kartu identitas. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode eksperimen kuasi dan dengan desain penelitian one group pre-test-post-test design. Instrumen yang digunakan berupa tes lisan dan angket.  Sampel yang digunakan adalah siswa XI IPS SMAN 2 Bandung tahun ajaran 2015/2016 sebanyak 20 orang. Hasil analisis data menunjukkan perolehan nilai rata-rata siswa sebelum diterapkannya media kartu identitas yaitu sebesar 12,95 dan setelah diterapkannya media kartu identitas meningkat menjadi 23,8. Berdasarkan perhitungan statistik komparasional didapatkan hasil thitung sebesar 29,73 dan ttabel pada taraf signifikansi 5% adalah 2,09 dan taraf signifikansi 1% adalah 2,86, ini berarti  thitung >ttabel , maka Hk diterima dan Ho ditolak. Sehingga dapat diinterpretasikan bahwa terdapat perbedaan yang signifikan antara keterampilan berbicara bahasa Jepang siswa sebelum dan sesudah diterapkannya media kartu identitas. Kemudian, berdasarkan hasil analisis data angket, sebagian besar siswa memberikan respons positif terhadap media kartu identitas untuk meningkatkan keterampilan berbicara bahasa Jepang.Speaking competency is important for Japanese language learners. Problems cited by the students in learning the Japanese language speaking skills are among the students often feel confused and insecure to speak Japanese. This is due to lack of exercise on speaking skills. Based on the above background, the researchers conducted research on the effectiveness of the use of identity cards Japanese against their speaking ability. The purpose of this study was to examine the effectiveness of media use identity cards to the ability to speak Japanese. Moreover, the purpose of this study was to determine the response of the media student identity card. This research is a quantitative research using quasi-experimental methods and research design one group pre-test-post-test design. Instruments used in the form of an oral test and a questionnaire. The samples used were students XI IPS SMAN 2 Bandung 2015/2016 school year as many as 20 people. The result showed the acquisition value of the average student prior to the implementation of the identity card media that is equal to 12.95 and the introduction of an identity card media increased to 23.8. Based on statistical calculation results obtained komparasional thitung 29.73 and ttable at significance level of 5% was 2.09 and 1% significance level was 2.86, this means thitung> ttabel, then Hk Ho accepted and rejected. So that it can be interpreted that there are significant differences between Japanese speaking skills of students before and after the implementation of media identification card. Then, based on data analysis questionnaires, most students give positive response to the media the identity card to improve his skills speak Japanese.

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