scholarly journals TEACHING WRITING USING THINK-PAIR-SHARE VIEWED FROM STUDENTS� LEVEL OF RISK-TAKING

2017 ◽  
Vol 6 (1) ◽  
pp. 109
Author(s):  
Ningtyas Orilina Argawati ◽  
Lilis Suryani
Keyword(s):  
Direct Instruction ◽  
Risk Taking ◽  
Teaching Methods ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Writing Test ◽  
Content Organization ◽  
Post Test ◽  
High Level ◽  
Level Of Risk

Writing is considered as the most difficult skill to master compared with the other skills because it involves many language elements such as content, organization, vocabulary, grammar and mechanics. The research examines the effect of two independent variables (Think-Pair-Share and Direct instruction method) on dependent variable (Writing Descriptive skill). The samples were class A1 2016 as the experimental class and A3 2016 as the control class. Each class consisted of 32 students. The instruments used covered the risk-taking�s questionnaire and writing test. Before applying the questionnaire of risk-taking, it was tried out to class A2 2016 to find out the validity and the reliability of the instrument. Meanwhile, before conducting the writing test, it needs to test the readability of the writing instruction. The treatment was conducted in eight meetings, and the 9th meeting was allocated for the post-test. The data were then analyzed using ANOVA and Tukey test. From the analysis, it reveals that: (1) Think-Pair-Share is significantly different from direct instruction method to teach writing; (2) the students with high level of risk-taking have better writing than those with low level of risk-taking; and (3) there is an interaction between teaching methods and the students� level of risk-taking. Even though Think-Pair-Share is effective to teach writing, teachers must consider about the students� condition, in this case their level of risk-taking.Keywords: Think-Pair-Share, Direct instruction method, Writing descriptive text, Risk-Taking

scholarly journals BLENDED LEARNING APPROACH IN TEACHING WRITING RECOUNT TEXT

2020 ◽  
Vol 8 (2) ◽  
pp. 27-40
Author(s):  
IKA ROKHMAWATI ROKHMAWATI
Keyword(s):  
Blended Learning ◽  
Junior High School ◽  
Ease Of Use ◽  
Teaching Writing ◽  
Writing Test ◽  
Post Test ◽  
Second Year ◽  
Strongly Agree ◽  
High Level ◽  
Very High

This research is aimed to examine the use of WhatsApp Messenger as blended learning and how it could help the students to improve their ability in writing recount text and to know the student ’s attitude toward using WhatsApp Messenger in writing recount text. Participants were 20 second-year students of  State Junior High School 7 Metro. The researcher uses descriptive quantitative and designs the instruments, they are questionnaire and writing test. Data were gathered from a survey conducted on 20 respondents. The pre-post test was conducted to know the improvement of the students’ ability in writing recount text. The result of the research shows that the number of the students who get a score at least 75 is 18 students (90%)  and the students’ attitude towards WhatsApp and its convenience/ease of use it are all at the very high level,17 students (85%) were strongly agree . The findings of the study suggested that the use of WhatsApp as blended learning is significant in helping the students writing better. This study implies that the usage of WhatsApp should be encouraged to the students and institutions should provide internet facilities as a top priority in today’s education.

scholarly journals BASIC QUESTIONING WITH PICTURE IN WRITING CLASS: IS IT EFFECTIVE?

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Villia Rachmawati ◽  
Ana Maghfiroh ◽  
Restu Mufanti
Keyword(s):  
Teaching Writing ◽  
Statistical Hypothesis ◽  
Control Group ◽  
Writing Test ◽  
Content Organization ◽  
Significant Difference ◽  
Post Test ◽  
Five Elements ◽  
And Control ◽  
Experimental Group

This research was carried out to measure whether using basic questioning with picture is effective in teaching writing. The research design used in this reasearch was experimental research which consisted of two groups, experimental and control group. The sample of this research were X IPA1 as the experimental group which consisted of 32 students and X IPA2 as the control group which consisted of 30 students. The experimental group was taught by using basic questioning with picture while the control group was not taught by using basic questioning with picture, it was taught as usual or lecturing only. The instrument used to collect data was test. The test was writing test which was given in pre test and post test both two groups. The assessment of the result of writing test was focused on the five elements of writing (content, organization, vocabulary, language use, and mechanic). The technique to analyze the data used t-test formula.Two groups were compared. The result of statistical hypothesis on significance α=0.05 showed ttest (2.91) was higher than ttable (2.00). It means that, there was significant difference between the students who were taught by using basic questioning with picture and the students who were not taught by using basic questioning with picture in teaching writing. From the explanation above, it can be concluded that the use of basic questioning with picture is effective in teaching writing of the tenth year students of SMA Muhammadiyah 1 Ponorogo in Academic Year 2016/2017.

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

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 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 SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI): ITS EFFECTIVENESS TO TEACH WRITING FROM THE PERSPECTIVE OF STUDENTS’ CRITICAL THINKING

2017 ◽  
Vol 4 (2) ◽  
pp. 120
Author(s):  
Linda Septiyana
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Positive Contribution ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
And Control

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students’ critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students’ critical thinking to produce a good text.

scholarly journals The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Murni Hayati binti Mohd Dollah ◽  
Subadrah Madhawa Nair ◽  
Walton Wider
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Esl Writing ◽  
Esl Teachers ◽  
Content Quality ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Descriptive Writing ◽  
Experimental Group

Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.

DEVELOPING REALIA IN TEACHING WRITING DESCRIPTIVE TEXT IN JUNIOR HIGH SCHOOL

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Supra Cipto And Neni Afrida Sari Harahap
Keyword(s):  
Junior High School ◽  
Teaching Writing ◽  
Writing Ability ◽  
National Monument ◽  
Content Organization ◽  
Before And After ◽  
Post Test ◽  
The Media ◽  
Academic Year

This research is aimed to develop a good realia as a media, easy to be learnt, and can be used for teaching writing descriptive text. This study is developmental research uses Sugiyono’s model. The evaluator of the media are three experts. This instruments employed in this study is a questionnaire, interview, and Test (Pre-test and Post-test). The finding of the study is the quality of the developed realia media viewed from the experts is very good (87,2 %). The final product of this realia media is continued with effectiveness exam. The study takes place in MTs. Swasta Al-Jam’iyatul Wasliyah Tembung to the studens of VIII class, academic year 2016-2017. The samples are 40 students which is given a miniature of SIB monument and National monument as realia. Pre-test and Post-test were administrated to measure students’ ability in writing descriptive text before and after using realia. The scoring system was based on five aspects; they are content, organization, vocabulary, language use, mechanics. The result shows that there is an increase of students’ ability in writing descriptive text by using realia as a media. Therefore, the writer suggest to English teacher to develop realia as one of the alternative ways to increase the students’ descriptive text writing ability.

scholarly journals Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia

2018 ◽  
Vol 7 (3) ◽  
pp. 119 ◽  
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti ◽  
Gustaman Saragih
Keyword(s):  
Teaching Writing ◽  
Writing Classes ◽  
Writing Test ◽  
Content Organization ◽  
Writing Class ◽  
Language Classroom ◽  
Writing Skill ◽  
Quasi Experimental ◽  
And Control ◽  
Method Approach

Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for writing class. This article is intended to present the study of effectiveness of task-based materials in improving writing class for university. To accommodate the research purposes, mixed method approach was carried out by using quasi experimental research and content analysis of sentence complexity. The respondents were 210 students from writing classes as experiment and control with writing test as instrument. The results of data analysis showed that there were significant differences of writing skill to those who taught using developed task-based materials. Despite the fact that the score did not significantly differ on the aspect of writing mechanics, a developed task-based material has been proved to improve students’ writing skill in the aspect of format, content, organization and grammar. Moreover, the levels of lexical complexity and accuracy from the students whose materials use task-based design are higher than those who do not use it. Then, it can be drawn a conclusion that the use of developed task-based materials brings significant effects toward writing performance.   

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