scholarly journals FOUR SQUARE WRITING METHOD APPLIED IN PRODUCT AND PROCESS BASED APPROACHES COMBINATION TO TEACHING WRITING DISCUSSION TEXT

2017 ◽  
Vol 6 (1) ◽  
pp. 89
Author(s):  
Vina Agustiana
Keyword(s):  
Private University ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Test Field ◽  
Writing Skill ◽  
Post Test ◽  
Field Notes ◽  
Product And Process ◽  
Four Square ◽  
Teaching Learning

Four Square Writing Method is a writing method which helps students in organizing concept to write by using a graphic organizer. This study aims to examine the influence of applying FSWM in combination of product and process based approaches to teaching writing discussion texts toward students� writing skill, the teaching-learning writing process and the students� attitude toward the implementation of the writing method. This study applies a mixed-method through applying an embedded design. 26 EFL university students of a private university in West Java, Indonesia, are involved in the study. There are 3 kinds of instrument used, namely tests (pre and post-test), field notes, and questionnaires. Data taken from students� writing test are analyzed statistically to identify the influence of applying the writing method toward students� writing skill; data taken from field notes are analyzed qualitatively to examine the learning writing activities at the time the writing method is implemented; and data taken from questionnaires are analyzed descriptive statistic to explore students� attitude toward the implementation of the writing method. Regarding the result of paired t-test, the writing method is effective in improving students� writing skill since level of significant (two-tailed) is less than alpha (0.000<0.05). Furthermore, the result taken from field notes shows that each steps applied and graphic organizer used in the writing method lead students to compose discussion texts which meet a demand of genre. In addition, regard with the result taken from questionnaire, the students show highly positive attitude toward the treatment since the mean score is 4.32.Keywords: FSWM; combination of product and process based approach, discussion text

scholarly journals COMBINING PRODUCT AND PROCESS-BASED APPROACHES TO TEACHING WRITING DISCUSSION TEXTS

2016 ◽  
Vol 4 (2) ◽  
pp. 195
Author(s):  
Vina Agustiana
Keyword(s):  
Teaching Writing ◽  
Second Grade ◽  
Average Score ◽  
Writing Classroom ◽  
Writing Skill ◽  
Post Test ◽  
Field Notes ◽  
Product And Process ◽  
Level Of Significance ◽  
Teaching Learning

This study examines the activities of teaching-learning writing discussion texts when product and process-based approach combination is implemented in EFL writing classroom, the effects of applying the writing approach on EFL students’ writing skill, and the students’ attitude toward the implementation of writing approach in the classroom. It uses a mixed-methods through applying an embedded design by involving 24 second-grade students of a private university in West Java, Indonesia. There were four instruments used, namely field notes, videotapes, students’ tests (pre-test and post-test), and questionnaires. The findings show that the students were actively involved in class when the teacher applied the writing approach in writing classroom. There was also the improvement in the students’ writing skill based on the result taken from the students’ tests since the level of significance (two-tailed) in paired t-test is less than the alpha (0.000<0.05). Qualitatively, the improvements were also found in generic features, textual language, and syntactical language aspects. In addition, the students showed highly positive attitude (4.35 average score) toward the implementation of the approach in the classroom.Keywords: writing, writing skill, discussion texts, product and process-based approach combination

scholarly journals THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT

2020 ◽  
pp. 26-37
Author(s):  
Tio Devianta br Sembiring ◽  
Novalina Sembiring ◽  
Fiber Yun A. Ginting
Keyword(s):  
Learning Strategy ◽  
Teaching Writing ◽  
English Teacher ◽  
Learning Behavior ◽  
Writing Skill ◽  
Tenth Grade ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year ◽  
Better Than

The aim of this study is to find whether Think – Talk – Write Strategy works effectively on improving the tenth grade students’ achievement in writing recount texts and to know the students’ responses after being taught by using Think – Talk – Write Strategy . in order to  achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 32 students of class X- MIA2  OF SMA Santo Yoseph Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ skill in writing. It is proved by the students’ mean score of each test: pre-test was 57,5%, formative test was 67,22% and post-test  was 83,88% . In addition, the, the analysis result of the observation sheet and field notes showed Think – Talk – Write Strategy channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Think – Talk – Write Strategy was useful to most of students to improve their learnig interest in writing recount text. Based on the results of those study instruments, it can be concluded that Think – Talk – Write Strategy as learning strategy gives the improvement to students’ skill in writing recount text. It is recommended for English teacher to apply Think – Talk – Write Strategy in teaching writing skill in order to improve students’ skill in writing expecially recount text. 

scholarly journals THE EFFECT OF THINK PAIR ON STUDENTS’S WRITING SKILL THROUGH PADLET FOR TENTH GRADE AT SMA MUHAMMADIYAH IX BRONDONG

2020 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
Mujahidatul Muslimah ◽  
Khoirul Anwar ◽  
Candra Hadi Asmara
Keyword(s):  
Teaching Writing ◽  
Control Group ◽  
Cluster Sampling ◽  
Use Of Technology ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Positive Effect

Good writing is important aspect in teaching writing subject. But, the researcher find on the students some problems that they faced in their writing which are in generating the ideas, orginizing and vocabulary. Besides, the teacher also has problems in applying the appropriate strategy and media in teaching writing. Based on the previous studies, Think Pair Share strategy gave the positive effect for the students. This study was to examine the significant effect of Think Pair Share on Student’s Writing Skill through Padlet for Xth Grade at SMA Muhammadiyah 9 Brondong. And the researcher uses quasi Experimental design. The researcher choose Tenth grade at SMA Muhammadiyah 9 Brondong which totally consisted of 56 students. The researcher used cluster sampling because the school has been detemined the classification of the students. It was included 28 students of X IPA 1 as the Experimental Group and 28 students of X IPA 2 as the Control Group. The data was gathered by utilizing tests; pre-test and post-test about composing illustrative content. In the wake of getting the information, the specialist broke down the information utilizing SPSS 16.0 and utilized Independent Sample T-test. The examination finding indicated that there was a noteworthy contrast between test bunch that were educated by utilizing Think Pair Share through Padlet and control bunch that were instructed by utilizing Think Pair Share through Pictures.. It was Therefore, the researcher suggest to the English teacher for implementing of Think Pair Share strategy through Padlet as an altenative strategy in English teaching learning process and hopes to use Think Pair Share strategy through Padlet in other skills and levels to make different with the previous study.proven by the result of sig.(2tailed) is .000. The sig. (2tailed) is lower than 0.05 (0.00 < 0.05) so, null hypothesis (H0) can be rejected. The researcher concluded that Think Pair Share Strategy gave positive effect on student’s writing skill. The students were motivated and independent in learning writing especially in eneratig the ideas, organizing the ideas, and vocabulary. This research contributes by forming new think pair share steps which are associated with the use of technology that can help students much better in discussing in a learning that is the padlet.

THE APPLICATION OF DICTOGLOSS TECHNIQUE TO IMPROVE THE EIGHTH GRADE STUDENTS’ WRITING SKILL IN SMP NEGERI 31 MEDAN

2020 ◽  
pp. 108-121
Author(s):  
Jessica Hieronima Siagian ◽  
Viator Lumban Raja ◽  
Novalina Sembiring
Keyword(s):  
Teaching And Learning ◽  
Teaching Writing ◽  
Percentage Improvement ◽  
Writing Skill ◽  
Post Test ◽  
Written Form ◽  
Class Viii ◽  
Field Notes ◽  
The Mean ◽  
Academic Year

Writing is the most important human invention which provides a relatively permanent record of information, opinions, benefits, feelings, arguments, explanations, and theories. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the techniques to improve students’ writing skill is Dictogloss Technique. The method that is used in this research is Classroom Action Research (CAR). The subject of this research are 35 students of class VIII-4 of SMP Negeri 31 Medan in the academic year of 2018/2019. Tests, observation sheets, field notes, and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 60 with 0% students got score 75, in formative test the mean score is 76.71 with 60% students got score 75 and in post-test the mean score is 80.85 with 94% students got score 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 94%. The response of students after being taught by using Dictogloss Technique are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Dictogloss Technique in teaching writing skill to improve students’ skill in writing descriptive text. 

scholarly journals Improving Students’ Writing Skill Using Numbered Heads Together Technique With Picture Series

2019 ◽  
Vol 7 (1) ◽  
pp. 118
Author(s):  
Gagas Rambu Pamungkas ◽  
Suparno Suparno ◽  
Ellisa Indriyani Putri Handayani
Keyword(s):  
Learning Activity ◽  
Quantitative Technique ◽  
Writing Class ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Collection Data ◽  
Field Notes ◽  
Qualitative Technique ◽  
Teaching Learning

<p>This research was conducted to improve the students’ writing skill at the tenth grade of SMAN 1 Sukoharjo in the academic year 2015/2016.The method used in this research is a classroom action research which the in two cycles. The research data were collected using the qualitative and quantitative technique. The qualitative technique consisted of observation, field notes, interview, document analysis, and documentation. Meanwhile, the quantitative technique used tests. The qualitative data the through data collection, data reduction, data display, and drawing a conclusion. The quantitative data were analyzed by comparing the mean score of the pre-test and the post-test. The findings of the research showed that (1) NHT technique with picture series could be implemented to teach writing skill; (2) there were some improvements in the class situation of writing class. As seen in the students’ responses toward teacher’s explanation during teaching learning activity, students enjoy the way teacher delivers materials with picture series as the teaching media, and students tend to be active; (3) the students’ writing score was improved from 60.7 in pre-test to 71.9 in the first post-test and to 79.5 in the second post-test.</p>

scholarly journals THE USE OF DIGITAL STORYTELLING TOWARDS STUDENTS’ COMPETENCY IN WRITING TEXT

Sebatik ◽  
2018 ◽  
Vol 22 (2) ◽  
pp. 226-229
Author(s):  
Karisma Erikson Tarigan ◽  
Liana Liana
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Digital Storytelling ◽  
Teaching Writing ◽  
Writing Competency ◽  
Writing Skill ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Essay Test

The main objective of this research is to prove whether the digital storytelling enhances and improve students writing competency. The study uses classroom action research (CAR). The data in this study are quantitative and qualitative data. The quantitative data will be collected by using the essay test. The qualitative data will be collected by using observation, field notes, and questionnaire. The score of students’ writing descriptive text kept increasing from pre-test until post-test. It was proved by the data which showed that the mean of the students’ score in post-test II is 86.6 (92.75%) was higher than the post-test I is 72.2 (68.75%), and also higher than the pre-test 54.8 (25%). The response of student in using digital storytelling in the agree category, it can be seen from the 15 students who passed the KKM (70) and 1 student still low of KKM. The class percentages of post-test II show improvements from the previous test; the improvement is 67.75%. The frequencies of item agree appear 110 times or (52.88%). Furthermore, it can be concluded that Digital Storytelling is effective and useful to be used in teaching writing skill, especially in Descriptive 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.

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

scholarly journals IMPROVING STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT BY USING EXAMPLE NON-EXAMPLE STRATEGY AT GRADE X OF VOCATIONAL MADRASAH ALIYAH ADZQIA BELIMBING

2019 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Puspa Gundary ◽  
Aprizon Aprizon
Keyword(s):  
Action Research ◽  
Learning Strategy ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Field Notes ◽  
Classroom Action Research ◽  
Positive Results

The purposes of this research were to find out whether example non-example strategy can improve the students’ writing skill on descriptive, and to find out what factors influence the improvement of the students’ writing skill in writing descriptive text. This research was Classroom Action Research. This research was conducted in two cycles, which each cycle had three meetings. It was conducted from August 1st until August 31th.The researcher gathered the data in each cycles from observation checklist, field notes, interviews, and writing test. After analyzing the data, the researcher found that Example non-example strategy was able to improve the students’ writing skill of descriptive text through the process of comprehending the students, and assisting the students while they were writing. As the results, the students could improve their writing skill which involved the improvement of mean score of writing indicators; vocabulary, content/ideas, and organization. Moreover, it could be seen from the improvement of their mean score of basic score (56), test I (h62.5), and test II (79.4). Furthermore, the factors that influence the improvement of the students’ writing skill involved materials, media, and learning strategy. To sum up, the implementation of Example non-example strategy in teaching writing of descriptive text could provide positive results on their writing skill

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