scholarly journals A USING EDMODO AS SCAFFOLDING TECHNIQUE IN SMK MASUDIRINI FOR 10th GRADE STUDENTS ON TEACHING WRITING SKILL IN ACADEMIC YEAR 2019/2020

2021 ◽  
Vol 9 (1) ◽  
pp. 32-36
Author(s):  
I.G.S. Darma ◽  
N.N. Padmadewi ◽  
D.P. Ramendra
Keyword(s):  
Teaching Writing ◽  
Vocational High School ◽  
Narrative Texts ◽  
Learning Platform ◽  
Significant Difference ◽  
Before And After ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Academic Year ◽  
Scaffolding Technique

Many studies have been conducted on the application of Edmodo in the classroom. However research on Edmodo as a scaffolding technique in teaching English for a vocational school has been rarely found. This research aims at investigating the implementation of Edmodo as a scaffolding technique in teaching writing in English as a Foreign language. The purpose is to investigate whether there is a significant difference on the writing competencies of the students before and after using Edmodo. The study employed pretest and posttest design. The sample was 39 students of the tenth grade of SMK Masudirini in the academic year of 2019/2020, and all of them were selected as the sample of the study. The data were collected by observing the teachers and students’ activities, interviewing, and using pretest and posttest. The results of the test were analyzed qualitatively and quantitatively. Quantitative data were analyzed using t-test.   The result indicated that the students can learn using Edmodo as a scaffolding technique in creating narrative texts. It was found that there was a significant difference on the writing competencies of the students before and after using Edmodo. This implied that Edmodo has been successfully used as scaffolding technique in teaching narrative text in English. It can be concluded that the application of Edmodo is not only effective for teaching writing in English through online learning platform but also promote the 21st century learning in vocational high school in Bali.

scholarly journals USING JUMBLED LETTERS TO IMPROVE STUDENTS VOCABULARY MASTERY

2019 ◽  
Vol 1 (2) ◽  
pp. 55-61
Author(s):  
Sri Wahyuni ◽  
Ali Wira Rahman
Keyword(s):  
Total Sample ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Listening And Speaking ◽  
Academic Year

Vocabulary considered one of the important things to learn for students, the vocabulary is basic thing that students must be mastered in foreign language lessons, especially in English. Without vocabulary students will have difficulty in mastering skills in English such as writing, reading, listening and speaking.  Therefore, it is very important to find out the solution to enhance students’ vocabulary. The objective of the research is to find out whether or not using Jumbled letters can improve the students vocabulary of the tenth grade students in MAN 2 Barru and to find out whether or not using Crossword puzzle can improve the students vocabulary of the tenth grade students in MAN 2 Barru. This research applied quasi-experimental group design with two groups experimental and control class. The population of this research was the tenth grade students of MAN 2 Barru in academic year 2018/2019. The Total sample of the research was taken by using clustering random sampling which consisted of 141 students. From two classes taken from the population of the tenth grade students of MAN 2 Barru, X MIA 1 as the experimental class consisted 29 students and X MIA 3 as the control class that consisted 29 students. The result of the data analysis showed that there was a significant difference of students’ vocabulary before and after teaching vocabulary through jumbled word letters. The value of t-test pre-test 2.09 was higher than t-table 2.000, and the value of post-test 4.62 was higher than t-table 2.000, at the level significance a =0.05 and degree of freedom (df) = 56. It can be concluded that jumbled word letters can enhance the vocabulary of the tenth grade students’ of MAN 2 Barru

scholarly journals THE USE OF MIND MAPPING ON IMPROVING STUDENTS’ WRITING ABILITY AT TENTH GRADE OF SMAN 7 KOTA TANGERANG IN THE ACADEMIC YEAR OF 2018/2019

2019 ◽  
Vol 18 (2) ◽  
pp. 112-120
Author(s):  
Kamelia Kamelia ◽  
Hiqma Nur Agustina ◽  
Imam Sudarmaji
Keyword(s):  
Test Score ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
The Mind ◽  
Academic Year

The objective of this study is to find the use of mind mapping on improving students’ writing ability, especially for biographical recount text at the tenthgrade students of SMAN 7 Kota Tangerang in the academic year of 2018/2019.The sample of this study were 35 students. This study used quantitative method with pre – experimental design by using one group pre –test and post – test. The result of the research shows that there is a significant difference in student’s writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. It can be seen in the result of the study, the average pre – test score of experiment class students is 68.26 and the average post – test score of experiment class students is 85.40. It means that there is a significant difference in students’ writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. The research hypothesis is proven that using mind mapping technique in teaching writing especially in recount text makes the students’ writing score higher.

scholarly journals Development of Mobile Learning for Simulation and Digital Communications

2020 ◽  
Vol 4 (3) ◽  
pp. 310
Author(s):  
Hazira Fakhrurrozi Amir ◽  
Asrul Huda ◽  
Hasan Maksum
Keyword(s):  
Mobile Learning ◽  
Digital Communication ◽  
Average Score ◽  
Effective Learning ◽  
Learning Platform ◽  
Before And After ◽  
Teachers And Students ◽  
Quantitative Descriptive ◽  
Support Students ◽  
Academic Year

Simulation and digital communication subjects at SMKN 1 Singkarak do not have support other than text books and modules. This study aimed to develop a practical and effective learning platform that can support students in learning. This study used a 4D development model, and the trial subjects in this study were 31 students of class X in the 2020/2021 academic year. The instruments used were test and questionnaire instruments. The research method used was pre-experimental. The data obtained were analyzed using quantitative descriptive statistical analysis methods. From the research results, it was found that classical completeness reached 90% and the average score in terms of the gain score of students before and after using mobile learning was 0.49. The conclusion of this research is that the results of assessments from both teachers and students show that mobile learning in simulation and digital communication subjects can be categorized as very practical and effective

scholarly journals The Effectiveness of Using Photograph in Teaching Writing

2017 ◽  
Vol 2 (2) ◽  
pp. 138
Author(s):  
Megawati Megawati ◽  
Syarif Agussaid Alkadrie
Keyword(s):  
Teaching Writing ◽  
Control Group ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Essay Test ◽  
Academic Year ◽  
Experimental Group

<p>This research entitled: “The Effectiveness of Using Photograph in Teaching Writing” is intended to find out whether there is significantly different in writing ability between the experimental group and the control group.</p><p>This research employed experimental design. The participants of the study were the tenth-grade students at SMAN 1 Karau Kuala in the academic year 2013/2014. Two classes were used in this research. There were X-C as the Experimental group and X-D as the control group. The research instrument used was a writing test in the form of essay test. The data in this research were mainly gathered through the use of pre-test and post-test. The data were analyzed by measuring t-test and SPSS program to calculate the t-value from the score. The finding of the research shows that there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. After the treatments, the mean is 75.43 the standard deviation is 9.370 the df is 44, and the significance is 0.00. If the significance is smaller than 0.05, it means there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. </p>

scholarly journals MIND MAPPING STRATEGY: IS IT EFFECTIVE OR NOT TO IMPROVE THE STUDENTS’ ABILITY IN WRITING TOURISM BROCHURES?

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Albert Efendi Pohan
Keyword(s):  
Alternative Hypothesis ◽  
Control Group ◽  
Mind Mapping ◽  
Significance Level ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Written Test ◽  
Academic Year

The objective of this study is to find out whether Mind Mapping is effective or not in improving students’ ability in writing tourism brochures at SMA 20 Batam. This study is limited on writing tourism brochure for tenth grade students at SMA Negeri 20 Batam in Academic year 2017/2018. The study was designed by the writer by using true experimental design (pre-test and post-test control group). The population of the study were tenth grade students of SMA Negeri 20 Batam academic year 2017/2018. There were eight classes of tenth grade students with the total number 300 students. The samples of this study were two classes which consist of 30 students in experiment class and 30 students in control class. The instrument of this study was written test. The data analysis was used Independent Samples Test on IBM SPSS statistics 20 to perform T-test. The result showed that the Sig.(2-tailed) of students’ pre-test and post-test in experimental was 0.401 and standard significance level was 0.05. By comparing the Sig.(2-tailed) and standard  significance level, it was known that Sig.(2-tailed) was bigger than standard significance level (0.401 > 0.05). It means there was no significant difference in writing tourism brochure before and after taught by using Mind Mapping in experimental class. Therefore, the alternative hypothesis (Ha) was rejected and the null hypothesis (Ho) was accepted. The conclusion of Mind Mapping was not given significant effect in improving students’ ability in writing tourism brochure.

scholarly journals THE USE OF CUE CARDS FOR TEACHING WRITING OF BIOGRAPHY TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Ulya Maliyatika ◽  
Muh Syafei ◽  
Rusiana Rusiana
Keyword(s):  
Learning Process ◽  
Teaching Writing ◽  
Good Ability ◽  
Significant Difference ◽  
Before And After ◽  
The Media ◽  
The Mean ◽  
Written Test ◽  
Teaching Learning ◽  
Academic Year

Students at schools learn to write in order to express their ideas well. They should have a good ability in writingEnglish texts. However, many students find it difficult to express their ideas in a paragraph, and to make a composition correctly. The media factorseems to be one that makes the teaching-learning process unable to achieve its goal. Therefore, the authors propose to apply Cue Cards as teaching media to overcome the problem.The objective of the research is to scrutinize whether there is a significant difference between teaching writing of biography textbefore and that after being taught by using Cue Cards.This experimentemployed one group with pretest and posttest design was conducted at the eleventh grade students of SMA N 1 KaranganyarDemakin academic year 2017/2018 insecond semester. There were 34 students of grade XI IPS 1 taken as the sample through cluster random sampling.The datasetsfor this research were collected through written test. Before cue cards were used in the treatment, the measn score was60. After cue cards were used in some meetings of treatment, the mean score is 82. The hypothesis of the research stated that there is a significant difference between teaching writing of biography text on the eleventh grade students of SMA N 1KaranganyarDemak in academic year 2017/2018) before and after being taught by using cue cardsis confirmed. It can be seen from the calculation of t-test, withdegree offreedom (df) = 33, α = 0,05,  t (critical) is ±2.042 and t (obtained) is 8.79. The analysis showed that Ho was denied and Ha was confirmed.Therefore, it is suggested to the English teacherto keep usingcue cardsin teaching writing of biography text.

scholarly journals The Effectiveness of Jigsaw Learning Model in Teaching Reading Comprehension on Narrative Text

2019 ◽  
Vol 10 (2) ◽  
pp. 258
Author(s):  
Adib Ahmada
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
Narrative Text ◽  
Learning Method ◽  
Teaching Reading ◽  
Interactive Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Academic Year

Abstract Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. There are approaches of teaching reading such as top-down, bottom up, and interactive approach. Some studies was conducted in applying interactive strategy such as Jigsaw learning method. For the purpose of teaching narrative text, the researcher try to observe and analyze the effectivenes of Jigsaw learning method by using an experimental research. The study was conducted on the tenth grade students in SMA Darussalam in the academic year 2018/2019. The writer used testing instrument, pre-test and posttest. The result of the data analysis are as follows: (1) the student’s reading comprehension before being taught by using jigsaw learning model is fair, (2) the student’s reading comprehension after being taught by using jigsaw learning model is good, (3) there is significant difference of the reading comprehension for the students before and after being taught by using jigsaw learning model. So, the writer conclude that, teaching reading comprehension using jigsaw learning model is effective in increasing students’ reading comprehension on narrative text.

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 Number Head Together (NHT) in Teaching Writing in EFL Classroom

2021 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Hidayatul Hamdiah ◽  
Nik Mohd Rahimi Nik Yusoff
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
Vocational High School ◽  
Significance Level ◽  
Tenth Graders ◽  
Writing Test ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
The Mean

This article focused on the effectiveness of Number Head Together in teaching writing in the EFL Classroom. The aim of the study was to improve EFL students’ writing. This study was quantitative research and used an experimental design. The population was 30 students and the sample was 15 students. Purposive sampling was used in determining the sample of the study. The writing test was the instrument used to collect the data. The data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The students' instrument was an essay-informed descriptive text. Furthermore, the researchers used pre and post to compare scores before and after implied Number Head Together. The mean score of the pre-test was 49.06 at p = 1.364 and the post-test was 78.40 at p = 1.576 which was higher than 0.05 (as the standard significance level in SPSS). This value showed the differences before and after implementing Number Head Together. Hence, it can be concluded that Number Head Together was significantly effective in teaching writing in the tenth graders of Public Vocational High School (SMKN) 1 Janapria, Indonesia. However, The student's writing improves because in grouping the students able to help each other. Keywords:  Number Head Together (NHT), EFL Classroom,  Teaching Writing

scholarly journals The effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan: أثر استراتيجية تستند للمنحى التواصلي في الاستيعاب القرائي لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Maryam Hammad Abdallah Al-mousah
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Control Group ◽  
Validity And Reliability ◽  
Continuous Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Communicative Approach ◽  
Experimental Group

The study aimed to reveal the effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan. To achieve the aims of the study, a test was designed to measure reading comprehension skills, and its validity and reliability were confirmed, The semi-experimental design was adopted, as the experimental group consisting of (25) students was studied according to the strategy based on the communicative approach, and the control group consisting of (25) students was studied in the usual way, The test was applied to the two groups before and after the experiment, The results of the ANCOVA analysis showed that there was a statistically significant difference at (α≤05,0) between the two groups due to the strategy based on the continuous approach in improving reading comprehension, and for the benefit of the experimental group. The study recommended employing a communicative approach in teaching the Arabic language topic, and conducting other similar studies in different educational stages and with new changes.

Sign in / Sign up

Export Citation Format

Share Document