scholarly journals Project-Based Learning in Teaching EFL Writing In SMP Negeri 1 Tembuku: An Analysis of the Effect on The 5 Dimensions of Writing

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ni Komang Sri Wardani ◽  
Luh Putu Artini ◽  
Dewa Putu Ramendra
Keyword(s):  
Collaborative Work ◽  
Organization Structure ◽  
Project Based Learning ◽  
English Writing ◽  
Writing Test ◽  
Content Organization ◽  
Significant Difference ◽  
Mixed Method Design ◽  
Writing Skill ◽  
Before And After

This study aimed at finding out the effect of Project-Based Learning on students’ writing skill of grade 9 at SMPN 1 Tembuku. This study empplied embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, open-ended questionnaire, and writing test. Paired-sample t-test was used to analyze whether or not there is a significant difference in students’  writing skill before and after being taught using PBL, and Manova  was used to To analyze how project-based learning affected students’ writing skill in term of content, organization, structure, vocabulary, and mechanic. While the qualitative data were analyzed descriptively.The result showed that Project-Based Learning has significant effect on students’ English writing skill and it also affected the students’ writing skill in term of  content, organization, structure, vocabulary, and mechanic (sig. = .000 < α = . 05). Project-Based Learning also revealed potentially promotes students’ critical thinking, creativity, collaborative work, and enhances teacher’s satisfaction in teaching . In general, it can be concluded that Project-Based Learning significantly improves students’ writing skill of the 9 grade students. 

scholarly journals Project-based learning and writing skill in EFL: are they related?

2018 ◽  
Vol 42 ◽  
pp. 00059
Author(s):  
Luh Tiwika Praba̕ ◽  
Luh Putu Artini ◽  
Dewa Putu Ramendra
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Collaborative Work ◽  
Project Based Learning ◽  
School Students ◽  
English Writing ◽  
Writing Test ◽  
Quantitative Data Analysis ◽  
Writing Skill

This study aimed at investigating the effect of Project-Based Learning on students’ writing skill of grade 9 at SMPN 3 Kuta Selatan. This study employed embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, and writing test. Paired sample t-test was used for the quantitative data analysis. The result showed that Project-Based Learning has significant effect on students’ English writing skill (sig. = .000 < α = .05). Project-Based Learning also revealed potentially promotes students’ critical thinking, communication, and creativity through collaborative work. In general, it can be concluded that Project-Based Learning significantly improves junior high school students’ writing skill in English as a Foreign Language.

scholarly journals The Use of Instagram as a Media to Teach Students' Writing Recount Text

Prominent ◽  
2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Siti Sholikhah
Keyword(s):  
Random Sampling ◽  
Test Score ◽  
Sampling Technique ◽  
Writing Ability ◽  
English Writing ◽  
Writing Test ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Cluster Random Sampling

Abstract. The objective of this research is to find out whether there is a significant difference between students’ writing recount text before and after being taught by using Instagram as a media or not. In this research, the researcher used quantitative method and used quasi-experiment as the design of the research. The number of sample is 36 students from X MIPA 4 which are taken by using cluster random sampling technique. The researcher uses test as the instrument of the research. The test is in the form of writing test to know the students’ writing ability before and after being taught by using Instagram as a media. The result of the research shows that the students’ mean score have an improvement from 6.8 to 8.8 and from good categorize to excellent categorize. And the standard deviation from the students score has decreased from 0.89 to 0.83 which means that the students’ post-test score is well distributed than the pre-test score. The calculation of t-test shows that the Ho is rejected and Ha is accepted. It is because the to (t obtain) falls in the critical region and to (t obtain) is more than tt (t critical). The to (t obtain) is 5.3 while the tt (t critical) is 2.042. In conclusion, there is a significant difference between students’ writing recount text before and after being taught by using Instagram as a media.  Key Words: Instagram, Media, Recount Text, English Writing

scholarly journals Using Instagram to Improve Students’ Ability and Interest in Writing Descriptive Paragraph

2020 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Saipul Renaldi
Keyword(s):  
Sampling Technique ◽  
Test Design ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Before And After ◽  
Post Test ◽  
Research Findings ◽  
Academic Year

This research aimed at finding out the improvement of the students’ writing ability and interest by using Instagram as media. To find out the improvements, the writer used pre-experimental design with one group pre-test and post-test design and questionnaire. The population of this research was the eleventh-grade students’ at SMA Muhammadiyah 1 Unismuh Makassar, academic year 2017/2018. The sample was class XI IPA taken by purposive sampling technique which consisted of 10 students. It employed five meetings (one meeting for pre-test, three meetings for treatment, and one meeting for post-test and questionnaire). It employed writing test as instrument. The research findings indicated that the application of using Instagram was effective in improving the students’ writing skill in term of content and organization. It was proved by the value of the total t-test was 6.30, which was higher than the value of t-table (1.833). This indicated that (H1) was accepted, and (H0) was rejected. It means that there was a significant difference of the students’ writing skill before and after using Instagram in classroom. The students’ interest in writing also improved after the treatment. It was shown by students’ answers in the questionnaire. Most students gave positive respons toward the use of instagram to improve their interst in writing, even they think that this method can be applied in classroom to attract their attention and interest. Therefore, this research is very useful for learning process as a reference for teachers to teach in classroom.

scholarly journals The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

2020 ◽  
Vol 9 (4) ◽  
pp. 465-476
Author(s):  
E. Purwaningsih ◽  
S. P. Sari ◽  
A. M. Sari ◽  
A. Suryadi
Keyword(s):  
Problem Solving ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Comparison Class ◽  
Significant Difference ◽  
Before And After ◽  
And Mathematics

This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of  0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

scholarly journals Project-based Learning Activities and EFL Students’ Productive Skills in English

2017 ◽  
Vol 8 (6) ◽  
pp. 1147
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Self Directed Learning ◽  
Teaching Motivation ◽  
Field Note ◽  
Significant Difference ◽  
Before And After ◽  
Writing Tests

This article presents the results of a study on the effect of Project-Based Learning on students’ English Productive Skills and how the activities influence teaching and learning process in a public junior high school in Bali-Indonesia. This research applied an embedded mixed-method design in which the quantitative data were collected using speaking and writing tests, and the qualitative data were collected using interview guide, observation checklist, open-ended questionnaire, and field note. Paired-sample t-test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after being taught using PBL; while the qualitative data were analyzed descriptively. The results of the analysis showed a significant effect of PBL on students’ English productive skills. From the part of the students, PBL was found to improve enthusiasm, confidence, creativity, self-directed learning and collaborative learning skills. On the part of the teacher, PBL promotes teaching motivation and satisfaction. This study recommends the implementation of PBL in EFL context, especially in an attempt to improve students’ ability to speak and write in English as a foreign language.

scholarly journals THE USE OF GENRE-BASED APPROACH TO IMPROVE WRITING SKILL IN NARRATIVE TEXT AT THE ELEVENTH GRADE STUDENTS OF SMA ETHIKA PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 280
Author(s):  
Haryanti Haryanti ◽  
Farnia Sari
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
Writing Style ◽  
Narrative Texts ◽  
Paired Sample ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

Objective of this research was to find out significant difference of reading achievement between students The objective of this study was to find out whether or not there was a significant improvement in students' skill in writing narrative texts after they were taught by using Genre-Based Approach. The method of this study was experimental design. The experimental group received a genre-based approach while the control group received the conventional method. The population was the eleventh-grade students of SMA Ethika Palembang. The sample was 60 students which was selected by cluster random technique . The data collection was a writing test. The data were analyzed by using paired sample t-test and independent sample t-test. It indicated that there was a significant difference in writing skill between the students who were taught using GBA and those who were not.  Based on the result of data, it was interpreted that all aspects of writing are increased after taught by using GBA Approach. The best-achieved writing aspect was style and quality expression. It assumed the use of words: phrases, sentences, and paragraphs in expressing the ideas were clear and effective in writing style. Further, the study provided evidence for the effectiveness of using the genre-based approach in improving the students' writing skill in narrative text. 

scholarly journals THE EFFECTS OF LEARNING MODELS AND LINGUISTIC INTELLIGENCE ON THE PERSUASIVE WRITING SKILL

2017 ◽  
Vol 3 (1) ◽  
pp. 29-34
Author(s):  
Yusri Yusri ◽  
Emzir Emzir
Keyword(s):  
Problem Solving ◽  
Project Based Learning ◽  
Persuasive Writing ◽  
Intelligence Test ◽  
English Department ◽  
Learning Models ◽  
Significance Level ◽  
Writing Test ◽  
Writing Skill ◽  
Academic Year

The objective of this study is to know the effects of learning models (problem solving and project based learning) and linguistic intelligence  on the students of persuasive writing skill of the fourth semester students  of English Department, State Polytechnic of Sriwijaya Palembang, in the academic year of 2016-2017. The writer used linguistic intelligence test and persuasive writing test to collect the data. The data was analyzed  statistically by using two-factor ANOVA at 0.05 significance level. The results of this study showed that (1) The students’ persuasive writing skill taught through problem solving was higher than those who were  taught through project based learning. (2) There was interaction effect between learning models and linguistic intelligence toward persuasive writing skill of the fourth semester students of English Department, State Polytechnic of Sriwijaya Palembang. (3) The students’ persuasive writing skill who were taught by using problem solving and having high linguistic intelligence is higher than those who were taught through  project based learning and having high linguistic intelligence. (4)  The students’ persuasive writing skill who were taught through  problem solving and having low linguistic intelligence is lower than those who were taught through project based learning and having low linguistic intelligence.

scholarly journals IMPELEMENTING PADLET APPLICATION TO IMPROVE WRITING ABILITY IN ENGLISH WRITING SKILL FOR NON ENGLISH DEPARTMENT STUDENTS

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Sri Lestari
Keyword(s):  
Primary Education ◽  
Video Recording ◽  
English Department ◽  
Writing Ability ◽  
English Writing ◽  
Writing Test ◽  
Writing Practices ◽  
Writing Students ◽  
Writing Skill ◽  
Teaching Learning

This study is aimed to know teaching learning process in writing by using padlet application for Primary Education Department’s students whether there is improvement of students writing English skill by using that application. Subject of this research was third semester students of Primary Education Department. This is a Classroom Action Research. In collecting the data, the writer  used some techniques: observation, interview, and writing test. The data were analyzed quantitatively and qualitatively. Result of this research were: those application can be implemented as online writing practices every time that made students ability improve, the situation of wall in padlet can stimulate students to explore idea because they could upload video, recording, or picture suitable with topic that can support their writing. Students improvement in writing can be seen from postest score in every cycles. Based on the results above, it can be concluded that implementing padlet application can improve students Non English Department’ writing skill.

scholarly journals Pengembangan E-modul Interaktif Berbasis Proyek Pada Mata Pelajaran Simulasi Digital Kelas X di SMK TI Bali Global Singaraja

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
KOMANG REDY WINATHA . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
Dr. KETUT AGUSTINI, S.Si, M.Si. .
Keyword(s):  
Interface Design ◽  
Digital Simulation ◽  
Project Based Learning ◽  
Ease Of Use ◽  
Design Development ◽  
Average Value ◽  
Education Material ◽  
Significant Difference ◽  
Before And After ◽  
Analysis Design

Penelitian ini bertujuan untuk menghasilkan produk pembelajaran berupa e-modul berbasis proyek yang valid, praktis, dan efektif bagi siswa kelas X semester ganjil mata pelajaran simulasi digital. Penelitian pengembangan ini didasari oleh belum tersedianya bahan ajar inovatif yang sesuai dengan tuntutan Kurikulum 2013 pada mata pelajaran simulasi digital di SMK TI Bali Global Singaraja. Prosedur pengembangan menggunakan model ADDIE yang terdiri dari lima tahap yaitu: analysis, design, development, implementation dan evaluation. Hasil penelitian terkait bahan ajar yang dikembangkan, telah memenuhi aspek validitas, kepraktisan, dan efektivitas. Hasil uji validitas menunjukkan bahwa e-modul berbasis proyek beserta buku panduan berada pada kategori sangat baik berdasarkan uji coba para ahli. E-modul juga telah memenuhi aspek kepraktisan dilihat dari respon guru dan siswa terkait kemudahan penggunaan dan kemenarikan desain antarmuka. Hasil uji-t menunjukkan, terdapat perbedaan yang signifikan antara nilai rata-rata hasil belajar siswa sebelum dan setelah menggunakan e-modul interaktif berbasis proyek. Di mana nilai rata-rata posttest lebih lebih besar dari nilai rata-rata pretest dan telah memenuhi kriteria ketuntasan minimal yang telah ditetapkan. Berdasarkan hal tersebut, e-modul interaktif berbasis proyek telah memenuhi aspek efektivitas.Kata Kunci : pengembangan,e-modul,simulasi digital,pembelajaran berbasis proyek This research aims to develop learning product such as valid, practical and effective interactive e-module based on project for student grade X first semester simulation digital lesson. This development research based by unavailable innovation education material which suitable with Curriculum 2013 on digital simulation subject in SMK TI Bali Global Singaraja. The development procedure use ADDIE model, it consist of five steps are analysis, design, development, implementation and evaluation. Results of research related teaching materials developed, fulfills the validity, practicality, and effectiveness. Validity test results indicate that the interactive e-module based on project with guide books that are in the very good category based on testing experts. E-module also fulfills the practicality on the response of teachers and students related to ease of use and attractiveness of the interface design. The results of t-test showed a significant difference between the average value of student learning outcomes before and after using the interactive e-module based on project. Where the average value posttest is greater than the average pretest and have met the minimum completeness criteria that have been set. Based on this, interactive e-module based on project fulfills the effectiveness.keyword : development,e-module,digital simulation,project-based learning

scholarly journals The Assessment of Students’ English Writing Skill at SMA Yaspen Tugu Ibu Depok

2020 ◽  
Vol 5 (1) ◽  
pp. 42
Author(s):  
Mulyadi Mulyadi ◽  
Siti Nurani ◽  
Nurul Frijuniarsi
Keyword(s):  
High School Students ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Second Grade ◽  
School Students ◽  
English Writing ◽  
Writing Test ◽  
Second Grade Students ◽  
Writing Skill ◽  
Senior High School Students

<p>The aim of this research is to analyze empirically English writing skill of Senior High School students. This research is a descriptive qualitative research. The population of this research is the second grade students from SMA Yaspen Tugu Ibu in Depok. The sample was taken through simple random sampling of which 25 students as samples of this research. For collecting the data, the instruments used in this research were writing test and interview. The writing test was conducted to obtain the writing skill indicators, while the interview was carried out to elicit information of students’ problems in writing. The result of this research explained that students’ English writing skill was definitely good at SMA Yaspen Tugu Ibu Depok. There were 88% of students with scores more than 50 and only 12 % with scores less than 50. In conclusion, the students’ writing skill at SMA Yaspen Tugu Ibu is considered to be high category in English writing skill.</p>

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