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 Improving Students’ Writing Skill in Writing Paragraph through an Outline Technique

Curricula ◽  
2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Sukarta Kartawijaya
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

<p><em>This research was classroom action research. Classroom action research was a research that was conducted by a teacher in order to find out solutions of any problems found during teaching and learning process. In this research, it was done to explain whether by using an outline technique could improve the students’ writing paragraph and also to investigate some factors that influenced the students in writing descriptive paragraph. This research was done at grade VIII B of SMP Negeri 6 Sungai Penuh in academic year 2017/2018. From the result of the test in this research, the result was increased in cycle and two. In cycle one, the mean score was 58.25% and it increased to 76.87%, it increased 18.63% point. It meant that teaching writing through outline improved the students’ writing skill. The improvements were also improved on the result of each sub-indicators of writing test between cycle 1 and 2. </em></p>

scholarly journals IMPROVING STUDENTS’ WRITING SKILL USING BRAINSWRITING STRATEGY

2019 ◽  
Vol 2 (5) ◽  
pp. 714
Author(s):  
Sintawati Yulianti ◽  
Siska Nuraeni ◽  
Aseptiana Parmawati
Keyword(s):  
Action Research ◽  
Skill Score ◽  
The Other ◽  
Average Score ◽  
Writing Classroom ◽  
Seventh Grade ◽  
Writing Skill ◽  
Classroom Action Research ◽  
Academic Year ◽  
English Subject

Writing is one of important skill in English subject beside the other skills. To improve the students’ writing skill, we have to know what strategy is the most suitable for the students’. This research used Classroom Action Research. The research was on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. The population of this research was the Seventh Grade Students of SMP Pandu Nusantara in the academic year of 2018/2019 which consisted of 30 students. The average score of pretest was 45. After the implementation of brainswriting strategy in every cycle, the students’ writing skill score were getting better. It can be seen from the research of students’ average score Cycle 1 was 50 and Cycle was 71. It can be concluded that brainswriting strategy can improve students’ writing skill and improve writing classroom into a better situation.  

PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF PADA SISWA KELAS X4 SMA NEGERI 3 BULUKUMBA

2017 ◽  
Vol 15 (2) ◽  
pp. 130-146
Author(s):  
Suhartina Suhartina
Keyword(s):  
Action Research ◽  
Research Data ◽  
Direct Object ◽  
Average Score ◽  
Peer Editing ◽  
Implementation Evaluation ◽  
Reflection Phase ◽  
Writing Skill ◽  
Planning Implementation ◽  
Classroom Action Research

This classroom action research aims to improve students' writing skill of class X4 SMA Negeri 3 Bulukumba. The subjects of the study were the students of class X SMA Negeri 3 Bulukumba as much as 42 people. The object of research is the technique of direct object and peer editing, as well as the skill of writing the description. The action is done in two cycles. Each cycle consists of four stages, namely planning, implementation, observation / evaluation, and reflection. The research data is the data writing skill descriptions collected through the guidelines of writing descriptions and observation skills. Data were analyzed descriptively quantitative. The result of research shows that firstly, the process of learning with direct object technique that can improve the writing skill of descriptive paragraph of X-4 students of SMA Negeri 3 Bulukumba is by applying direct object technique in cycle I through planning, implementation, evaluation and reflection phase. In the first cycle of learning to write a descriptive paragraph is considered less than the maximum so that learning is continued into cycle II by designing the learning using direct object engineering and peer editing techniques. Second, the learning result of descriptive paragraph writing skill with direct object and peer editing technique has increased the average score of students who in cycle I only 81.3 increased to 88.1. In addition, there is also a significant change in attitude in students.

scholarly journals THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

2020 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Teaching Writing ◽  
Reading And Writing ◽  
Young Learners ◽  
Writing Skill ◽  
Good Writing ◽  
Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

scholarly journals The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

2017 ◽  
Vol 8 (1) ◽  
pp. 104
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
English Education ◽  
Descriptive Analysis ◽  
Average Score ◽  
State University ◽  
Education Department ◽  
Classroom Action Research ◽  
Academic Year

The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT BY USING EXAMPLE NON-EXAMPLE STRATEGY AT GRADE X OF VOCATIONAL MADRASAH ALIYAH ADZQIA BELIMBING

2019 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Puspa Gundary ◽  
Aprizon Aprizon
Keyword(s):  
Action Research ◽  
Learning Strategy ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Field Notes ◽  
Classroom Action Research ◽  
Positive Results

The purposes of this research were to find out whether example non-example strategy can improve the students’ writing skill on descriptive, and to find out what factors influence the improvement of the students’ writing skill in writing descriptive text. This research was Classroom Action Research. This research was conducted in two cycles, which each cycle had three meetings. It was conducted from August 1st until August 31th.The researcher gathered the data in each cycles from observation checklist, field notes, interviews, and writing test. After analyzing the data, the researcher found that Example non-example strategy was able to improve the students’ writing skill of descriptive text through the process of comprehending the students, and assisting the students while they were writing. As the results, the students could improve their writing skill which involved the improvement of mean score of writing indicators; vocabulary, content/ideas, and organization. Moreover, it could be seen from the improvement of their mean score of basic score (56), test I (h62.5), and test II (79.4). Furthermore, the factors that influence the improvement of the students’ writing skill involved materials, media, and learning strategy. To sum up, the implementation of Example non-example strategy in teaching writing of descriptive text could provide positive results on their writing skill

scholarly journals Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity

2015 ◽  
Vol 5 (1) ◽  
pp. 210
Author(s):  
Sri Suharmi
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Outdoor Activity ◽  
Specific Objective ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research

This study is a classroom action research. The general objective of this study is improving students’ writing skill through outdoor activity. While the specific objective of this research are (1) whether or not outdoor activity can increase the students’ writing content of descriptive text of the second year of Mts Sudirman Kopeng  Getasan. (2) it describe whether the outdoor activity can improve  the students’ writing skill in developing paragraph. This classroom action research was conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action, observing, and reflection. The observation during the process of English teaching and learning was helped by the collaborator. In this research,  the writer acted as a practitioner. The test was in the form of pre-test and post –test conducted in cycle 1, cycle 2, and cycle 3. The research result were: (1)  using outdoor activity as a method can improve students’ writing skill, its proved with the student’s improvement score. The mean score of the pre-test of the students was 57 (very poor) and the mean score of the post- test 70 (good). The mean of the post-Test is higher than the mean of the pre-Test ( 64.53>56.56), the mean of the post-test in cycle 2  is higher than mean of cycle 1 (70.59>64.53) and the mean of the post –Test cycle 3 is higher than cycle 2 (74.56>70.59). the proven result of the implementation was 75%. (2) The effectiveness of using outdoor activity in improving students’ writing skill is proved from the t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-table.

scholarly journals THE APPLICATION OF SEMINAR PAPER TECHNIC IN WRITING COURSE IN ENGLISH DEPARTMENT IN FACULTY OF ADAB AND HUMANITY UIN SUNAN AMPEL SURABAYA

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Abu Fanani
Keyword(s):  
Action Research ◽  
Research Method ◽  
English Department ◽  
Is Success ◽  
Main Indicator ◽  
Writing Class ◽  
Writing Course ◽  
Writing Skill ◽  
Humanities Faculty ◽  
Classroom Action Research

There three points in this research. These are the proses of the use of paper seminar technic on writing class of English Department, the result of the use of paper seminar technic on writing class of English Department and obstacle of the use of paper seminar technic on writing class of English Department Art and Humanities Faculty, State Islamic University of Sunan Ampel Surabaya. This research method is Classroom Action Research. There are two cycles of this research. The enhancement appeared from the first cycle to the second cycle. It can be seen from the main indicator that shows the improvement. There are some variables that are used but only two variables that are not increase, these are prewriting and drafting.  So it can be said that this research is success. While the obstacle of this research are the weakness of students competence of English especially writing skill and the infrastructures that are not support.

scholarly journals Improving Students’ skill in Writing Narrative Text Through Animation Movie

2019 ◽  
Vol 3 (1) ◽  
pp. 230-237
Author(s):  
Kristiani Lisma Vera Br Ginting ◽  
Dinda Syafitri ◽  
Cahaya Riama Yanti Nehe ◽  
Nita Paskarina Manullang ◽  
Sri Ninta Tarigan
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Test Score ◽  
Narrative Text ◽  
Teaching Writing ◽  
Quantitative And Qualitative Research ◽  
Writing Skill ◽  
Post Test ◽  
Classroom Action Research ◽  
Planning Action

The purpose of this research is to find does the animation movies can improve students’ skill and ability in writing narrative text at SMP Swasta TD Pardede Foundation at VII grade in academic year2018/2019. In this research, the researchers used classroom action research and was conducted in two cycles. Each cycles consist of four steps, there are: planning, action, observing and reflecting. This research used quantitative and qualitative research to collect the data, researchers conduct tests. The tests are pre-test and post-test.The result showed that the teaching students’ skill in writing using video can improve students’ skill in writing narrative text. An increase in mean scores indicates that there is an increase in students’ skill.  The student’s pre-test score was 63.69; it increased to 72.50 in the first post-test up to 78.02 in the second post-test. From the result of the study, it can be concluded that teaching writing skill using animation videos can improve students’ writing skill. Keyword: narrative, animation movie

scholarly journals The Use of a Write-Pair-Square Strategy to Improve The Students’ Active Participation in Writing Descriptive Text

2014 ◽  
Vol 7 (1) ◽  
pp. 75
Author(s):  
Dwi Arni Siti Margiyanti
Keyword(s):  
Action Research ◽  
English Teachers ◽  
Active Participation ◽  
Average Score ◽  
Writing Achievement ◽  
Writing Skill ◽  
Post Test ◽  
Classroom Action Research

Many problems faced by students in participating in the classroom and writing a text. This study discussed the use of write-pair-square strategy to improve the students’ active participation in writing descriptive text. The objectives of the study are to find out the implementation of write-pair-square in teaching descriptive text and to investigate the improvement of students’ participation and writing achievement after being taught by using write-pair-square strategy. The research focused on teaching of descriptive text by using write-pair-square as the strategy. The subjects are SMA Kesatrian 2 Semarang students. This study used Classroom Action Research that was carried out through a pre-test, first and second cycle activities. The result showed that the students’ progress of participation improved. The average score of pre-test was 11.27, post-test 1 was 20.13, and post-test 2 was 30.24. It also showed that students’ mastering descriptive improved. The average achievement of students’ pretest was63.27, First cycle test was70.23and post test was 77.66. According to this study, I conclude that teaching descriptive text by using write-pair-square as the strategy is helpful for students. It is recommended for English teachers to use Write-pair-square as the strategy for students’ improvement of their writing skill. Keywords: Teaching Descriptive Text; Write-Pair-Square;  Active Participation

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