scholarly journals The Ability of Indonesian EFL University Students in Writing an Explanation Text

2020 ◽  
Vol 8 (2) ◽  
pp. 611-622
Author(s):  
Yanpitherszon Liunokas
Keyword(s):  
Language Use ◽  
Descriptive Analysis ◽  
Study Program ◽  
Writing Ability ◽  
First Semester ◽  
Content Organization ◽  
The Mean ◽  
Analysis Design ◽  
The Given ◽  
Academic Year

This research aims at finding out the students’ ability in writing an explanation at first semester students of English Study Program of Nusa Cendana University, Kupang NTT.  The researcher focuses on evaluating the students’ writing ability in five aspects of writing namely content, organization, grammar, vocabulary, and mechanics.  The researcher applied the quantitative method and descriptive analysis design. The research was conducted in August 2019. This research was conducted at First semester students of the English Study Program of Nusa Cendana University, Kupang.  The population of this research was First semester students of the English Study Program of Nusa Cendana University, Kupang in the 2020/2021 academic year. The number population is 160 in four classes. The researcher took 5 students from each class as the sample of the research.  Therefore, there were 20 students as a sample. The test was used to find out the students’ ability in writing explanation text.  In collecting data, the researcher asked the students to write an argumentative essay by choosing one of the given topics. To analyze the data, the researcher focused on evaluating the students’ writing in five criteria. The result of the research shows that the mean score of the test is 6.86. It shows that the students have an average degree of capability in writing explanation text.   The biggest problem for the students in developing an explanation text is the organization (43%), it followed by the language use (37%), vocabulary (33%), content (30%), and the smallest problem is mechanics (30%).  Some factors that hamper the students in writing: 1) the students face difficulties in expressing ideas, choosing appropriate words, and arranging ideas in writing, 2) the students seldom practice their writing skill, 3) the students still find difficulty in using punctuation in writing from, 4) the students do not enrich themselves with knowledge.

scholarly journals Assessing Students’ Ability in Writing Argumentative Essay at SMAN 1 Soe Kab. Timur Tengah Selatan NTT

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Yanpitherszon Liunokas
Keyword(s):  
Quantitative Method ◽  
Descriptive Analysis ◽  
Writing Ability ◽  
Small Letter ◽  
Capital Letter ◽  
The Mean ◽  
Analysis Design ◽  
In The Beginning ◽  
Academic Year ◽  
Low Ability

This research aims at finding out the students’ ability in writing argumentative essay at SMAN 1 Soe Kab. Timur Tengah Selatan NTT.  The researcher will focus on evaluating the students’ writing ability in one aspect of writing namely mechanics.  The researcher applied quantitative method and descriptive analysis design. The research was conducted in August 2017. This research was conducted at SMAN 1 Soe Kabupaten Timur Tengah Selatan NTT..  The population of this research was the eleventh grade students at SMAN 1 Soe Kabupaten Timur Tengah Selatan NTT in the 2018/2019 academic year. The number of population is 142 in four classes. The researcher took 5 students from each class as the sample of the research.  Therefore, there were 20 students as sample. The test was used to find out the students’ ability in writing argumentative essay. In collecting data, the researcher asked the students to write an argumentative essay by choosing one of the give topics. To analyze the data, the researcher focused on evaluating the students’ writing in mechanics criteria. The result of the research shows that the students still have low ability in using mechanics in writing argumentative essay. The mean score of students is 2.45.  In the students’ writing, most of the students got problem in: (1) The use of capital in the beginning of a sentence.  Many of students still use small letter when they write the first letter in the beginning of a paragraph. (2)The students still use some capital letter in the middle of sentences. They write with capital letter in not appropriate position. (3) Some students still do not understand about the use of comma and point in a sentence.

scholarly journals IMPROVING THE STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGH PRAISE-QUESTION-POLISH (PQP) TECHNIQUE

2014 ◽  
Vol 3 (2) ◽  
pp. 207
Author(s):  
Hasnawati Latif
Keyword(s):  
Diagnostic Test ◽  
Teaching And Learning ◽  
Language Use ◽  
Action Observation ◽  
Narrative Text ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
The Mean ◽  
Academic Year

The research aimed at improving the ability of the eighth year students of SMP Negeri 33 Makassar to write narrative text in terms of organization and language use by using Praise-Question-Polish (PQP) Technique. For the purpose, this research employed Classroom Action Research in which the researcher worked in planning, implementation of action, observation, and reflection on the data collected from the teaching and learning process and the students' writing products. The subjects of this research were 30 students of the first year students of SMP Negeri 33 Makassar in the academic year 2012/2013. The study was conducted in the diagnostic test and two cycles, each cycle was carried out in four meetings. The findings indicated that using Praise-Question-Polish (PQP) Technique could improve the students' ability in writing narrative text. Before giving implementation the researcher gave the students diagnostic test and the mean score of diagnostic test was 40,2 (Poor). Then the researcher conducted the cycle 1 and the cycle 2, and the result showed that the students' scores in the cycle 1 and cycle 2 improved. In cycle 1, the mean score of students was 68,7(Fair), meanwhile, the mean score of students in cycle 2 was 80,2 (Fairly good). The score of students’ writing in term of the organization in d-test was 50,4 (Poor) but after application of PQP ( Praise-Question-Polish ) Technique the students’ score became 67,8 (Fair) in cycle I, whereas in cycle 2 the students’ score was 79 (Fairly Good). The score of students’ writing in term of language use in d-test was 49,8 (Poor). In cycle I, it was improved became 69,4 (Fair) whereas in cycle 2 the students’ score was 80,7 (Fairly Good). The percentage of students’ participation in the first meeting of the cycle I was 65,8 % and it was improved became 82,5 % in the last meeting of cycle 2.Keywords:  writing, organization, language use, Praise – Question- Polish

scholarly journals The Effectiveness of Scrapbook as A Media to Improve Students’ Ability in Writing Recount Text “a Case of The Eighth Grade Students of SMP N 2 Gubug in the 2015 / 2016 Academic Year

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
M Wahyu Widiyanto ◽  
Ulfah Ulfah ◽  
Alfiana Zia
Keyword(s):  
Teaching Writing ◽  
Eighth Grade ◽  
Achievement Level ◽  
Writing Ability ◽  
Content Organization ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Academic Year

The aims of this study are:1) To find out the students’ ability in writing recount text who were taught using scrapbook. 2) to find out the students’ ability in writing recount text who were taught without using scrapbook. 3) to know whether there is any significant difference of the students’ ability who were taught using Scrapbook and the students who were taught without using Scrapbook. This study used true experimental design and its kind is pre-test post-test control and experimental group design. The population in this research is the eighth grade students of SMP N 2 Gubug in the 2015/2016 academic year. The writer took 2 classes, each class consist of 21 students, VIII A as Control class and VIII B as Experimental class. Pre-test and post-test were used as instruments. There were some categories in assessing writing, those are: content, organization, vocabulary, syntax and mechanic. Based on the research findings, the writer concluded that the mean of students’ score in writing recount text taught without using Scrapbook is 65,6 and it was categorized as “adequate” in achievement level. So it was concluded that writing ability of the students who were taught without Scrapbook is fair. The mean of students’ score in writing recount text taught using Scrapbook is 74,57 and it was categorized as “good” in achievement level. So it was concluded that the use of Scrapbook can improve the students’ ability in writing recount text. There was significant improvement of students’ ability in writing recount text after being taught by using Scrapbook. It can be known from ttest result is 3,58 and ttable for df 40 and significance 5% is 2,021. From data above, because t-test is higher than t-table, so the null hypothesis (H0) was rejected, and Ha was accepted. So there is significant difference between the students’ ability in writing recount text taught using scrapbook and those were taught without using Scrapbook. Based on the result above, it can be concluded that the use of Scrapbook is effective in improving students’ ability in writing recount text. Students felt happy and enthusiast in learning recount text. Scrapbook helped the students to learn the material easily. Scrapbook can be one of visual media that is interesting especially for teaching writing recount text.

scholarly journals IMPROVING STUDENTS’ WRITING ABILITY THROUGH CUE CARDS TECHNIQUE

2017 ◽  
Vol 6 (1) ◽  
pp. 8
Author(s):  
Fenny Thresia
Keyword(s):  
Average Score ◽  
Student Writing ◽  
Test Cycle ◽  
Study Program ◽  
Writing Ability ◽  
First Semester ◽  
Know How ◽  
Post Test ◽  
The Subject ◽  
Academic Year

This research is a qualitative research with two variables. The classroom action research is conducted at phisics study program of Muhammadiyah University of Metro. The subject of this research is first semester students of physics study program. The number of the students is 22. The objective of this research was to know how cue cards technique improve the students’ writing ability in descriptive text. The researcher choose one class because they have problem in writing ability. This research was conducted in two cycles. Each cycle consisted of planning, acting, observing and reflecting. The data were collected from test (pre test and post test), observation. The result of this research can be seen from the average score of pre test (before treatment) was 61,86, in cycle 1 was 70,90 and in post test cycle 2 was 78. That was involved in upgrading maximally. It implied that cue cards technique can improve the students writing ability in descriptive text. In other words, the class had fulfilled criteria success of standard students competency from the school.It was supported by the observation of the students. From the result of the discussion, the researcher concludes that in this research there is an improvement student writing ability in descriptive text using cue cards technique at the students of physics academic year 2015/2016.Key Words : Descriptive Text, Writing Ability, Cue Cards Technique

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. 

scholarly journals FACTORS INFLUENCING ACCOUNTING STUDENTS’ UNDERSTANDING THE ENGLISH TERMINOLOGY IN ACCOUNTING REPORTS

2021 ◽  
Vol 5 (2) ◽  
pp. 246-254
Author(s):  
Rica S Wurayaningrum
Keyword(s):  
Descriptive Analysis ◽  
Case Study Research ◽  
Balance Sheet ◽  
Accounting Students ◽  
First Semester ◽  
Factors Influencing ◽  
Income Statement ◽  
Qualitative Descriptive ◽  
Accounting Reports ◽  
Academic Year

This qualitative study with a case study research scheme is aimed to find out the factors influencing accounting students’ understanding of the English terminology in accounting reports (balance sheet, income statement and cash flow statement). The sample is the first semester students of the Accounting Department of Faculty Economics and Business, Universitas Wijaya Kusuma Surabaya academic year 2020-2021. The understanding of English terminology in accounting reports can help the students in preparing themselves for Free Trade in a disruptive era. The analysis of this study is using qualitative descriptive analysis. The results of the study are the description of the factors influencing accounting students’ understanding of the English terminology in accounting reports as for the first semester students this specific terminology may cause confusion which leads to misunderstanding.

scholarly journals ANALISIS DESKRIPTIF BERBASIS MODEL MENTAL FISIKA TERHADAP PEMAHAMAN KOGNITIF MAHASISWA PADA KONSEP KINEMATIKA PARTIKEL DAN GERAK PARABOLA

2020 ◽  
Vol 3 (3) ◽  
pp. 255-260
Author(s):  
Nyoman Rohadi ◽  
Iwan Setiawan
Keyword(s):  
Physics Education ◽  
Mental Model ◽  
Uniform Motion ◽  
Study Program ◽  
First Semester ◽  
Education Study ◽  
The Mean ◽  
Motion Problems ◽  
Physics Problems

ABSTRAK Artikel ini menguraikan hasil analisis deskriptif berbasis model mental fisika terhadap pemahaman kognitif mahasiswa semester pertama tahun ajaran 2019/2020 prodi pendidikan fisika JPMIPA FKIP UNIB Universitas Bengkulu pada konsep kinematika partikel dan gerak parabola. Data yang dianalisis diperoleh dari hasil pretest, lembar kerja mahasiswa (LKM),  dan data hasil posttest dari mahasiswa yang berjumlah 28 orang mengikuti kuliah fisika dasar 1. Skor rata-rata data hasil Pretest adalah  44,64 pada rentang nilai yang cukup lebar yaitu 30-80. Skor rata-rata pada data hasil Posttest adalah 71,42 dengan rentang 50-100. Skor rata-rata pada posttest mengalami peningkatan  sebesar 26,78 atau 60% terhadap skor rerata Pretest. Hasil analisis deskriptif pada data hasil pretest dan LKM menunjukkan  rendahnya penguasaan mahasiswa dalam memahami soal-soal bentuk diagram gambar fisika dan grafik fisika. Tetapi mahasiswa tidak mengalami kesulitan dalam menerapkan rumus-rumus untuk  menjawab soal-soal konsep GLB. meskipun ada sejumlah mahasiswa salah menentukan besarnya percepatan pada soal GLBB. Dari analisis pada posttest menunjukkan adanya peningkatan kompetensi kognitif pada mahasiswa.  Mahasiswa telah mampu menerapkan model mental fisika dalam memahami dan memecahkan soal-soal berbentuk konseptual, diagram, grafik, dan penerapan rumus fisika  pada materi kinematika partikel, dan konsep gerak parabola.  Kata kunci: model mental, kompetensi kognitif, kinematika partikel dan gerak parabola ABSTRACT This article portrays a deskriptif analysis results based on physics mental model toward cognitif reasoning of the first semester in the year of study 2019/2020 students in physics education study program of  the JPMIPA FKIP Bengkulu University on the concepts of kinematics particle and parabolic motion. The analized data were a pretestt, students work sheets (SWS) and posttest data Of 28 students who participated in basics physics 1 class. The mean score of the pretestt data was 44,64 in a range score  of 30.00-80.00. The mean score of the posttest data was 71,42 in a range score of 50.00-100.00. The mean score of posttest increased about 60% compare with the mean score of pretestt.  The deskriptif analysis on the pretestt data and the SWS data indicated that a low kognitif competency among the students in understanding physics diagram and solving physics graphs related problems. But no student faund any dificulty in using physics equations on solving the uniform motion problems. Eventhough some students failed in solving the amount of  acceleration related problems. The analysed results of the posttest data indicated an improvement on students kognitif competency. Most of the students could apply the physics mental model on solving the conceptual, diagram, graph, and matematics related physics problems. Keywords: mental model, kognitif competency, arithmatics particle, and parabolics motion.

scholarly journals THE EFFECTIVENESS OF WRITTEN CORRECTIVE FEEDBACK IN TEACHING WRITING CAUSE EFFECT AT THE ELEVENTH GRADE OF SMA NEGERI 1 GROGOL KEDIRI

2021 ◽  
Vol 3 (`1) ◽  
pp. 1
Author(s):  
Ratna Dewi Pamungkas ◽  
Agus Amroni
Keyword(s):  
Language Use ◽  
Corrective Feedback ◽  
Mean Value ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Written Corrective Feedback ◽  
Content Organization ◽  
Significant Difference ◽  
The Mean ◽  
Text Content

This article aims to know the Effectiveness of Written Corrective Feedback in Teaching Writing Cause Effect at the Eleventh Grade of SMAN 1 Grogol Kediri. This research was quantitative experimental design, more specifically uses true experimental by posttest only controls class design to analyze the data. The data were analyzed and interpreted by means of SPSS 23.0 version. The study reveals that the effectiveness of written corrective feedback has a significant effect on students’ writing achievement in term of content of the text: content, organization, vocabulary, language use and mechanic. The result of students’ writing score from control class and experimental class demonstrated a significant difference. It is found that the experimental class outperformed the control class in writing achievement with t = 9.021, df = 66 and P = .000 and 95% Confidence Interval ranging from 9.138 to 14.332. From the sig. (2-tailed) we can see the P is lower than 5% (0.000 < 0.005). So, it can be concluded that the value is significant in 5% significant level. Thus, the significance different between the mean value of both class is found.

scholarly journals The level of reflective thinking among mathematics teachers of the first three school classes in Jordan: مستوى التفكير التأملي لدى معلمات الرياضيات للصفوف الثلاثة الأولى في الأردن

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Awad Mufleh Alkhazam
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Analytical Method ◽  
Reflective Thinking ◽  
Teaching Experience ◽  
First Semester ◽  
The Public ◽  
Study Population ◽  
The Mean ◽  
Academic Year

The study was designed to identify the level of reflective thinking among mathematics teachers for the first three school classes in the light of the variables of educational experience and educational qualification., The study population of all the mathematics teachers for the first three grades in the public schools in the province of Mafraq in Jordan during the first semester of the academic year 2018/2019 and the number (835) teachers. The study sample consisted of (500) mathematics teachers for the first three school classes. The study included a questionnaire consisting of (30) paragraph of Eysenck and Wilson reflective thinking scale (Eysenck & Wilson, 1976), which Barakat (2005) Arabized and developed and reformulated to suit the Arab environment. The researcher used descriptive analytical method in the survey, The results of the study showed that the level of reflective thinking among mathematics teachers for the first three school classes was medium on the whole scale, where the mean was( 1.35. The results also showed statistically significant differences (0.05≥α) In the level of reflective thinking of mathematics teachers for the first three grades due to the teaching experience and for the benefit of teachers with teaching experience (more than 5 years), The results also showed that there were statistically significant differences ( 0.05 ≥α ) in the level of reflective thinking among the mathematics teachers for the first three school classes due to the scientific qualification and to the benefit of teachers with qualification (higher than Bachelor).

scholarly journals The Influence of Guided Writing Materials Toward Students’ Writing Ability of the Fifth Semester Students at English Study Program FKIP UR

2020 ◽  
Vol 9 (1) ◽  
pp. 27
Author(s):  
Salwa Salwa ◽  
Kurniati Kurniati
Keyword(s):  
Significant Influence ◽  
The Other ◽  
Study Program ◽  
Pearson Product Moment Correlation ◽  
Writing Ability ◽  
Writing Test ◽  
Reliability Calculation ◽  
Guided Writing ◽  
Research Findings ◽  
The Mean

This study investigated the influence of guided writing materials in students’ writing ability at English Study Program FKIP UR in which forty students that simple randomly selected at English Study Program FKIP UR. The instruments used were questionnaire and writing test. Based on the research findings, the responses of questionnaire were coded into interval score by using Likert Scale which showing the students’ ability and their opinion in guided writing that consisted of fifteen statements based on six indicators in the form of frequency. On the other side, writing test administered in term of finding the students’ writing ability. It was a writing outlining with fifteen listed in the form of brief statements. Before the research revealed, the tried out had been applied in assessing the validation of the instrument by using Pearson Product Moment correlation formula indicated that items were valid. Reliability calculation were performed in Cronbach’s Alpha denoted that the instrument was reliable. The instrument can be stated reliable when if it has Cronbach Coefficient is higher than 0.60. based on research findingsm it can be concluded that: first, the students’ writing by using guided writing was categorized into good category 56.2, second, the mean score of students’ writing test is 50.68, it can be stated that students’ writing ability is categorized into good category. While Fcount is 27.78 and Ftable  is 4.25. Based on its criteria, H0 is accepted if Ftable < Fcount and Ha is accepted if Fcount > Ftable. After it compared (27.78 > 4.25), it showed that H0 is rejected. It can be concluded that there was significant influence of guided writing in students’ writing ability.

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