scholarly journals THE EFFECT OF COLLABORATIVE WRITING TECHNIQUE AND BRAINSTORMING TECHNIQUE AND STUDENTS CURIOSITY ON STUDENTS WRITING ACHIEVEMENT

2021 ◽  
Vol 18 (1) ◽  
pp. 48
Author(s):  
Dina Maryadi Nasution ◽  
Anni Holila Pulungan ◽  
Siti Aisyah Ginting
Keyword(s):  
Factorial Design ◽  
Research Design ◽  
Collaborative Writing ◽  
Writing Achievement ◽  
The Mean ◽  
Academic Year

ABSTRACTThe objective of this research is to explain wheter are students’ writing achievement taught by using collaborative writing technique is higher than that taught by using brainstorming writing technique. Because students more than active to make writing cooperatively. While the brainstorming writing technique ordered the students to make writing individually. The research design was experimental with research by using factorial design 2 x 2. There were 34 students from 2020/2021 academic year of Madrasah Aliyah Swasta Awashliyah 30 Binjai as the sample of this research.the students were divided into two groups. The first group was treated by using collaborative writing technique and the second group was treated by using brainstoring writing technique in writing achievement. The data were analyzed by applying ANNOVA. The result of the research that student’s writing achievement high curiosity with the mean score 83.35 higher than those with low curiosity eith the mean score is 82,29 and the Fobserved = 65.680 > Ftable 0.002.  It means that students with high curiosity affect students writing achievement higher than students with low curiosity.Keywords: Writing TeachingTechniques, Students’ Curiosity, Writing Achievement

scholarly journals PENGEMBANGAN SUBJECT SPECIFIC PEDAGOGY BERBASIS PROBLEM BASED LEARNING UNTUK PENGUATAN SIKAP PEDULI LINGKUNGAN SISWA KELAS VII SMP

BIO-PEDAGOGI ◽  
2016 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Wahyu Adhi Nugroho ◽  
Puguh Karyanto ◽  
Nurmiyati Nurmiyati
Keyword(s):  
Research And Development ◽  
Research Design ◽  
Problem Based Learning ◽  
Mean Value ◽  
Research Model ◽  
New Ecological Paradigm ◽  
Subject Specific ◽  
The Mean ◽  
Is Integration ◽  
Academic Year

<p>This research considered as Research and Development. The reseach conducted from January to May 2016. The purpose of this research is to develope Subject Spesific Pedagogy (SSP) based on Problem Based Learning (PBL) to reinforce student’s environmental-caring attitude in Grade VII SMP Negeri A Karanganyar academic year 2015/2016. The population of this research was of class VII in SMP N A Karanganyar. Class VII H and VII I were selested as the sample of research. The research design is 4D (four-D) by Thiagarajan. This research model consist of define, design, and develope. The disseminate phase was excluded in this research because the purpose of this research only develope product SSP based on PBL. The characteristic of product is integration of PBL syntax and enviromental subject. The result of validation from expert judgements showed that 90% in RPP (valid), 90% in module (valid), 90% in LKS (valid), and 83% in instrument of evaluation (valid). The development testing result from teacher and students showed that 84% and 79% in modul and LKS (valid). SSP based on PBL is effective to improve environmental-caring attitude. NEP data showed that the mean value of all aspect had been improved from 48,39% up to 54,86%. Paired sample’s t-test showed that sig=0,000 &lt; α=0,05 it’s mean there was differences students environmental-caring attitude between pre and post-treatment. The conclusion of this this research showed that SSP based on PBL is valid and proper for Grade VII SMP N A Karanganyar.</p><p> </p><p><strong><em>Keywords</em></strong> : Subject Spesific Pedagogy, Problem Based Learning, Environmental-Caring Attitude, New Ecological Paradigm</p>

Improving Grade XI Students’ Writing Achievement in Analytical Exposition through Collaborative Writing Strategy

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Sri Lestari Sidauruk ◽  
Tina Mariany Arifin
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Collaborative Writing ◽  
Writing Achievement ◽  
Writing Strategy ◽  
The Mean ◽  
Classroom Action Research ◽  
Written Test ◽  
Teaching Learning

This study was focused on the improvement of Grade XI students’ writing achievement in analytical exposition through the application of collaborative writing strategy. The objective of this study was to find out whether collaborative writing strategy could improve Grade XI students’ writing achievement in analytical exposition text. The study was conducted by using Classroom Action Research (CAR). The subjects of this study were students of Grade XI Class 2 of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 4 Pematangsiantar consisting of 32 students. The study was implemented in two cycles and each cycle consisted of three meetings. The instruments of data collection consisted of quantitative and qualitative data. The quantitative data were taken from students’ written test and the qualitative data were taken from the interview, diary notes, observation sheet, and questionnaire. Based on the analytical exposition writing result, students’ score was 57.9. In the test of Cycle I, the mean score was 67, and in the test of Cycle II was 78.3. Based on the observation sheet, it was found that the teaching-learning process well done. The students were active and curious in writing. In line with the data, it was found that collaborative writing strategy can improve Grade XI students’ writing achievement in analytical exposition text. Keywords: Classroom Action Research, Analytical Exposition, Collaborative Writing Strategy.

scholarly journals PENINGKATAN KEMAMPUAN MENULIS KARYA ILMIAH MELALUI PENDEKATAN KOLABORATIF

2015 ◽  
Vol 14 (2) ◽  
pp. 168-183
Author(s):  
NUR ASIK
Keyword(s):  
Collaborative Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Skill ◽  
The Mean ◽  
Collaborative Activities ◽  
English Academic Writing ◽  
Academic Year

Abstract The objective of this action research was to understand the improvement of the students’ English academic writing skill through collaborative learning approach. This research was conducted at UIN Alauddin Makassar in academic year 2014. In order to find out the student improvement, the researcher applied the essay productive test at the end of the first and the second cycles. Before giving the test, the researcher developed collaborative activities to the students for five times each. The mean score of the students writing in the first cycle is 2,6 for grammar and spelling show that the continuity of the treatment in the second cycle is needed. The test in the second cycle showed the significant improvement viz 3,19. The second cycle indicated that the application of collaborative learning approach has given significant improvement to the students’ writing achievement. The finding in this reseach has lead the write to recommend the use of collaborative learning approach in the teaching and learning academic writing at UIN Alauddin Makassar and in other universities.Keywords: English academic writing, collaborative learning approach, students’ writing skill Abstrak Tujuan penelitian ini ialah untuk memahami peningkatan keterampilan mahasiswa dalam penulisan karya tulis ilmiah dalam bahasa Inggris melalui pendekatan pembelajaran kolaboratif. Penelitian ini dilaksanakan pada UIN Alauddin Makassar pada tahun akademik 2014. Untuk mengetahui peningkatan kemapuan mahasiswa dalam membuat karya tulis ilmiah bahasa Inggris, peneliti memberikan tes produktif pada akhir pelaksanaan siklus pertama dan akhir siklur kedua. Sebelum memberikan tes, peneliti mengembangkan kegiatan pembelajaran kolaboratif kepada mahasiswa sebanyak lima kali pertemuan untuk masing-masing siklus. Perolehan nilai rata-rata mahasiswa pada siklus pertama yaitu 2,6 pada aspek tatabahasa dan ejaan, menunjukkan perlunya mengulangi kegiatan belajar pada siklus kedua. Hasil tes siklus kedua menunjukkan perbaikan yang signifikan yaitu , 3,19 pada aspek tatabahasa dan ejaan. Hasil tes pada akhir siklus kedua menunjukkan bahwa penerapan pendekatan pembelajaran kolaboratif telah membawa peningkatan pada keterampilan menulis mahasiswa. Temuan dalam penelitian ini menjadi dasar rekomendasi penulis untuk menerapkan pendekatan pembelajaran kolaboratif dalam pengajaran menulis karya ilmiah pada UIN Alauddin makassar dan termasuk diluar lembaga tersebut.Kata kunci: karya tulis ilmiah dalam bahasa inggris, pendekatan pembelajaran kolaboratif, keterampilan menulis dalam bahasa Inggris

scholarly journals THE IMPACT OF COLLABORATIVE WRITING STRATEGY AT STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saeful Arifin ◽  
Choiril Anwar
Keyword(s):  
Collaborative Writing ◽  
Control Group ◽  
Significant Difference ◽  
Writing Strategy ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writing skill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while students’ writing skill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 ( 0.05). It means that Ho was rejected and Ha was accepted. Therefore, it could be concluded that collaborative writing strategy were effective to improve students’s writing skill in descriptive text.

scholarly journals IMPROVING ENGLISH VOCABULARY ABILITY THROUGH WORD SEARCH GAME OF THE SEVENTH GRADE STUDENTS OF SMPN 2 ABIANSEMAL IN ACADEMIC YEAR 2009/2010

1970 ◽  
Vol 1 (1) ◽  
pp. 51-61
Author(s):  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
Quantitative Analysis ◽  
Research Design ◽  
Learning Behavior ◽  
Seventh Grade ◽  
Search Game ◽  
Post Test ◽  
The Mean ◽  
Word Search ◽  
Attitude And Motivation ◽  
Academic Year

The present classroom action study dealt with Improving the Students English Vocabulary Through Word Search Game of the Seventh Grade Students of SMPN 2 Abiansemal in Academic Year 2009/2010. The present classroom action study was basically triggered by the fact that the subjects under study still faced problem in vocabulary mastery. The subjects’ vocabulary problem should be instantaneously solved. Words Search Game were expected to be an effective way in improving and developing the vocabulary mastery of the Sevent Grade Students of SMPN 2 Abiansemal in Academic Year 2009/2010. The present classroom action study made use of pre-test and post-test research design with descriptive and quantitative analysis. It consists of two cycles and in each cycle there are four successive sessions. The present classroom action study was started with administering initial refelction (IR) to the subjects under study which was intended to establish the real preexisting vocabulary mastery of the subjects under study. The comparation of  mean score  of  each session within each cycle shows a significant increase. This grand mean figure  convincingly increased  much higher than the mean figure of the initial reflection or pretest scores. This grand mean figure convincing reveals that there were significant  Improvement of the Students’ English Vocabulary of the Seventh Grade Students of SMPN 2 Abiansemal. The questionnaires which were actually intended to measure the changing learning behavior of the subjects under study in learning vocabulary taught through Words Search Game were administered by the end of the cycle I. The results of the comparative percentage figures obtained for the present class study proved that the subjects' learning behavior changed positively, that was, their attitude and motivation heightened significantly.

THE EFFECT OF CONCEPT CIRCLE STRATEGY ON THE STUDENTS’ VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Chairunnisa Chairunnisa ◽  
Rahmad Husein
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Vocabulary Achievement

This study was aimed at finding out the effect of concept circle strategy on the students' vocabulary achievement in reading descriptive text. It was conducted by using experimental research design. The population of this study was the students of SMP Panca Budi Medan, Academic Year 2015/2016. This study was conducted with two randomized groups namely experimental group and control group. The experimental group was taught by using Concept Circle Strategy while the control group was taught by using Frayer Model Strategy. The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 50 with t-observed value 3.13> t-table value 2.009. Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The findings indicated that using Concept Circle Strategysignificantly affected the students’ vocabulary achievement in reading descriptive text.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ WRITING ACHIEVEMENT IN THE REPORT TEXT THROUGH FILM

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Esra N.F. Hutahaean And Tjut Ernidawati
Keyword(s):  
Action Research ◽  
Research Method ◽  
Writing Achievement ◽  
The Third ◽  
Total Percentage ◽  
The Subject ◽  
The Mean ◽  
Report Text

This research concerns on improving students’ writing achievement in the report text through film.  The objective was to find out the improvement of students’ writing achievement in writing the report text through film. This research was conducted by using action research method. The subject of the research was XI IPA grade students of SMA SWASWTA JOSUA Medan. The numbers of students were thirty one students. They were taught writing the report text through film. The instruments used were writing report text test, diary notes, interview sheets, questionnaire sheets and observation sheets. In analyzing data, the mean of students’ score for the first competency test was 43.1, for the second competency test was 64.8 and for the third competency test was 76.3 and the total percentage of improvement from the first competency test to the third competency test was 84.1%. The conclusion is that through watching film can improve the students’ writing achievement in the report text. It is suggested that teachers should apply watching film as one of media to improve students’ writing achievement in the report text.

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