scholarly journals IMPROVING STUDENTS’ WRITING ABILITY AND MOTIVATION USING COOPERATIVE AND COLLABORATIVE LEARNING IN TEACHING WRITING TO ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS PAMULANG

2019 ◽  
Vol 13 (1) ◽  
pp. 66
Author(s):  
Wiwit - Sariasih
Keyword(s):  
Collaborative Learning ◽  
Classroom Management ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
English Department ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Classroom Activities ◽  
Writing Assignment

ABSTRACT This research was conducted to increase students' writing ability and motivation using cooperative and collaborative learning. It was aimed to reveal; 1) To what extent cooperative and collaborative learning can improve students’ writing ability? 2) How is students’ motivation in writing lesson after implementing the cooperative and collaborative learning? 3) What are factors that influence the improvement of ability and motivation of students in writing? The research was conducted using classroom action research design and the data were divided into qualitative and quantitative data. Qualitative data were taken from observation, questionnaire and interview while quantitative data were taken from writing assignment and test. Thus, it was found that students’ writing ability and motivation was increased after using cooperative and collaborative learning. The factors that influenced the improvement were classroom activities, classroom management and lecturer’s strategy in teaching. Keywords: Cooperative and Collaborative Learning, Motivation and Writing  

scholarly journals IMPROVING STUDENTS� WRITING NARRATIVE THROUGH WRITING GAMES FOR ACCELERATION CLASS

2017 ◽  
Vol 2 (2) ◽  
pp. 377
Author(s):  
Kheryadi Kheryadi
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Classroom Action Research ◽  
Planning Action

This study addresses how writing games improve acceleration students� writing narrative achievement, also observe how students� behavior during playing the games and also the teacher on conducting the games along the research. This study has been conducted in acceleration students. It uses classroom action research, the data analyzed from qualitative and quantitative data. The qualitative data are about teacher�s interview and students� questionnaire, while the quantitative data is about their scores on writing narrative. To solve the problem, the teacher has implemented Writing Games as a technique. Writing Games contain of games which tend to writing ability and in this case, the teacher chose two kinds of writing games; they are �Silly Story� and �What�s Next?�. �Silly Story� focuses on students� ability on writing sentences and �What�s Next?� focuses on students� ability on making paragraph. This research consists of two cycles and each of it has planning, action, observation and reflection. These findings implicate that acceleration students were interested with writing games and involved in it well. However, during the research, especially in the first cycle, there was still one group was less active in �Silly Story� because they could not discuss each other and the group was quiet big.�

scholarly journals Using Dialogue Journal to Improve Students’ Writing Proficiencies

2018 ◽  
Vol 6 (3) ◽  
pp. 379
Author(s):  
Yunita Widya Hapsari ◽  
Gunarso Susilohadi ◽  
Dwi Elyono
Keyword(s):  
Junior High School ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
Classroom Situation ◽  
Effective Technique ◽  
Know How ◽  
Qualitative And Quantitative ◽  
Dialogue Journal ◽  
Research Show

<p>Dialogue journal is perceived as an effective technique for teaching writing. This article aims at reporting a study on the use of Dialogue journal to improve students’ writing proficiencies. The objectives of the research were to know how dialogue journal can be implemented effectively to improve students’ writing proficiencies and to know to what extent dialogue journal can improve their writing proficiencies. A classroom action research was conducted in a group of students in one of state junior high school in Surakarta. The data collected were qualitative and quantitative. The qualitative data were obtained from observations and interviews, while the quantitative data were collected from tests. The findings of the research show that (1) dialogue journal can be implemented effectively by taking some considerations; and (2) the implementation of dialogue journal could improve the students’ writing proficiencies and the classroom situation. This was proven by the improvement of the students’ writing mean scores and their attitude toward the learning. They became more active and motivated.</p><p align="left"> </p>

scholarly journals IMPROVING STUDENTS’ DESCRIPTIVE PA RAGRAPH WRITING ABILITY THROUGH RAFT TECHNIQUE AT ENGLISH EDUCATION DEPA RTMENT OF MANADO STATE UNIVERSITY

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Fadhlan Saini
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Education ◽  
Teaching Writing ◽  
Test Cycle ◽  
Writing Ability ◽  
Post Test ◽  
Field Notes ◽  
The Mean

This research was conducted to find out whether RAFT technique can improve students’ writingability and to explain how RAFT technique can improve students’ writing ability. This research usedClassroom Action Research with the combination of Quantitative data (scores of pre-test and posttest) and Qualitative data in the form of observation, field notes, journal and documentations. Thenumber of students involved in this research was 20 students. The implementation of this researchwas conducted in two cycles, every cycle consisted of three meetings with the steps of planning,acting, observing and reflecting. The findings through quantitative data of this research displayed animprovement with the percentage of the mean scores from pre-test and post-test. The mean score ofpre-test was 50.75 and the mean score of post-test in cycle 2 was 81.9. The percentage of the studentswho could pass the standard score was 10 % and 100 % from pre-test to post-test cycle 2. It meansthat there was 31.5 increased from pre-test to post-test and 90 % students could reach the standardscore (minimum criterion) since pre-test to post-test cycle 2. While in qualitative data, the resultsthrough observation checklist, field notes, the researcher’s journal, and documentations showed thatthe use of the RAFT technique could improve students’ ability in writing descriptive paragraph. Thestudents became active, initiative, and responsible to their writing. Additionally, the students wereinterested in the use of RAFT technique due to the RAFT aspects in helping them to write descriptiveparagraph orderly. Based on the findings, it could be concluded that RAFT technique was effectiveto be used in improving university students’ ability in writing descriptive paragraph. Regarding onthe conclusion, this research is recommended to English Lecturers or Teachers in teaching writing toimprove students’ ability.Keywords: Writing, Writing ability, University Student, Descriptive Paragraph, RAFT (Role,Action, Format, Topic), Classroom Action Research

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXTS THROUGH WORD WEBBING TECHNIQUE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Diah Fauzi Ningtyas ◽  
Lidiman Sinaga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Action Observation ◽  
Qualitative And Quantitative ◽  
Text Word ◽  
Procedure Text ◽  
The Mean ◽  
Planning Action

This study concerns on improving students’ achievement in writing procedure texts through word webbing technique. The research was conducted by using Classroom Action Research (CAR). The population was the 2012-2013 nine grade students of SMP Negeri 1 Batang Kuis. The number of students was 36, consisting of 21 females and 15 males. The procedure of the research was administrated into two cycles where each cycle consisted of three meetings. Each meeting included four steps namely: planning, action, observation, and reflection. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the quantitative data was the writing of procedure texts test while the qualitative data were gathered by using interview, diary notes and observation sheet. Based on the data analysis, the mean of students’ score in Test I was 53,47, for the Test II was 63,05, and for the Test III was 75 The qualitative data showed that the students were interested in the applying of Word webbing Technique. The conclusion is that Word Webbing Technique in writing Procedure Texts improves the students’ achievement in writing procedure texts. Keywords: Students’ achievement, writing, procedure text, word webbing

IMPROVING STUDENTS’ WRITING RECOUNT ACHIEVEMENT THROUGH PEER REVIEW TECHNIQUE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Surya Rahman Nasution ◽  
Masitowarni Siregar
Keyword(s):  
Peer Review ◽  
Language Learners ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
School Level ◽  
Level Of Education ◽  
Teachers And Students ◽  
The Subject ◽  
Thinking Process

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

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

scholarly journals Enhancing Writing Skill of Tourism and Management Business Students through Mind Mapping

2019 ◽  
Vol 11 (2) ◽  
pp. 54
Author(s):  
Nurhalimah Nurhalimah
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Business Students ◽  
Classroom Observation ◽  
Business Management ◽  
Mind Mapping ◽  
Writing Ability ◽  
Field Notes ◽  
Mapping Techniques ◽  
Management Students

The study identifies appropriate Mind Mapping techniques to enhance the Tourism and Business Management Students’ writing ability. This particular research was categorized as action research which consists of some steps namely: planning, acting, observing, and reflecting. There were two kinds of data used in this research, qualitative data and quantitative data. The qualitative data were gained from classroom observation and interview and transformed into field notes and interview transcripts by using qualitative data analysis. The implementation of mind mapping as one of techniques successfully improved students’ ability and motivation in learning writing. Mind mapping helped the students in generating and developing their ideas and help them easily in way of collecting information in writing descriptive text about tourism destination.

scholarly journals The Improvement of Students’ Ability to Write Exposition Text through Learning Cycle Model

2018 ◽  
Vol 3 (2) ◽  
pp. 233
Author(s):  
Roy Efendi ◽  
Emzir Emzir ◽  
Aceng Rahmat
Keyword(s):  
Data Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Learning Cycle ◽  
Average Score ◽  
Cycle Model ◽  
Study Program ◽  
Qualitative And Quantitative ◽  
The Third ◽  
Educational Sciences

This research aims at improving students’ ability to write exposition text through learning cycle model to the third-semester students of Indonesian Language Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The method used for this research is action research with qualitative and quantitative approach. Qualitative data are taken from data analysis and analysis of learning process from three cycles. Meanwhile, quantitative data are taken from the comparison of students' score from the first to the third cycle. The implementation of learning cycle that consists of engagement, exploration, explanation elaboration and evaluation in writing exposition activity done in  every cycle successfully improves students’ ability to write exposition text. It is shown on the average score which increases from 52.38 to 80.13. This improvement comes along the improvement of students’ activity in expressing their ideas throughout learning cycle. As a result, learning cycle can improve students’ ability to write exposition text.

scholarly journals Quality improvement supervision comparison between training and non training posts

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S196-S196
Author(s):  
Qutub Jamali ◽  
Tarun Khanna ◽  
Gareth Thomas
Keyword(s):  
Patient Care ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Medical Training ◽  
Junior Doctors ◽  
List Type ◽  
Online Questionnaire ◽  
Qualitative And Quantitative ◽  
Training Post ◽  
Method Approach

AimsTo explore the level of supervision between training and non-training posts at LSCFT.Background•Supervision is defined as ‘provision of guidance and feedback on matters of personal, professional and educational development in the context of a trainees' experience of providing safe and appropriate patient care’.•Along with the trainees, doctors working in non-training posts such as staff grade, specialty doctors, trust grade doctors (TJD)and MTI (Medical training initiative) doctors form an integral part of patient care in the NHS.Method•A mixed method approach was adopted with both qualitative and quantitative data collected simultaneously in the form of an online questionnaire.•An anonymous online questionnaire was sent to junior doctors currently in training and non-training posts at LSCFT in 2019 using Meridian software.Result1- Quantitative Data: - Participants included were doctors in training post such as Foundation Doctors (5), Psychiatry Core Trainees (6), GP STs (2) and doctors in non-training post such as TJD (4), Specialty Doctors (2) and MTI doctors (4). Based on the Meridian score, 84% of doctors were satisfied with the supervision. It was found that 72% of doctors received weekly supervisions, 10% monthly (1 TJD, 1 Foundation trainee) and16% bi-monthly (1 MTI, 1 SAS, 2 CTs). The data suggested that there was no difference in the frequency of supervisions between training and non-training posts at LSCFT.2- Qualitative Data: - The feedback was common as there was no major difference between training and non-training doctors. •Positives – WPBAs, discussion on reflections, management of complex cases and medication, personal issues affecting work.•Negatives – Limited discussion on QI, Audit, Research and Psychotherapy.- More specific help, need more support at times.Conclusion1.To prepare a checklist of contents to be discussed during supervision.2.To prepare a timeline chart of supervision.3.Preparing a ‘menu’ of QI projects that junior doctors can sign up to at the start of each post.4.To formulate training packages available to support junior doctors with QI/Audits.

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