scholarly journals DOES SCAFFOLDING HELP STUDENTS TO WRITE BETTER?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Yunik Susanti
Keyword(s):  
Teaching Writing ◽  
Teaching Methodologies ◽  
Writing Ability ◽  
T Score ◽  
Moment Interaction ◽  
Teaching Technique ◽  
Post Test ◽  
The Mean ◽  
Stages Of Learning ◽  
Scaffolding Technique

<p>Learning to write is a difficult and complex series of processes that require a range of explicit teaching methodologies throughout all the stages of learning. The capacity of teacher to create positive classroom atmosphere and using appropriate teaching technique will help students to attain the goal of writing. This pre-experimental research aims to measure the effectiveness of scaffolding technique to the students writing ability. The result of the data analysis shows that the mean score of pre-test and post-test are 58. 87 and 71. 29 . Then the t-score  is 4. 45 and the t-table at the degree of significant 5% is 2. 042, so the t-score 4. 45 is higher than the t-table. It means very significant, thus scaffolding technique is effective to be used in teaching writing as it helps the students to write better. This result supports the proposed theory which stated that scaffolding helps the students to write by providing a support structure to enable certain activities and skills to develop lies on the frameworks used by the teacher, giving the actual carrying out of particular activities in class, also there is the assistance provided in moment-to-moment interaction among students and teacher.</p>

scholarly journals The Effect of Project Based Learning to the Students’writing Ability in Descriptive Text

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Imanuella Natalia
Keyword(s):  
Alternative Hypothesis ◽  
Project Based Learning ◽  
T Test ◽  
Teaching Writing ◽  
Writing Ability ◽  
T Score ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Test Computation

This study aims to know the effect of Project Based Learning to the students’ writing ability in descriptive text in the eighth grade students of SMPN 8 Kediri in which the experimental research design was applied . The sample consisted of 16 males and 14 females students. The essay test of writing descriptive text was used to collect the data about the students’ writing ability before and after the treatments about teaching writing using project based learning.Then the data were analyzed using statistical formula of t-test computation. The result shown that the students’total score of post-test is 2460, and then total score of p re-test is 2217. It means that students’ score increased. Based on the data report of the table of t-test based on signification 5%, the result of this research showed that T-score (14, 54) ˃ T-table 5% (1, 699).  It means that was significant so the Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. Besides, in analyze t-test, t-score is higher than t-table. The score of t-test is 14, 54 and the t-table is 1, 699 in the level of significant 5% (0, 05). Based on the t-test result which obtain that Project Based Learning has significant effect t-score 14.54 and the table is 1.699 in the level of significant 5%. From the data analysis, it can be seen that Project Based Learning is effective to the students’ writing descriptive text ability.

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’ 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

scholarly journals IMPROVING THE WRITING ABILITY USING MIND MAPPING TECHNIQUE FOR THE FIRST GRADERS OF STIKES MUHAMMADIYAH KENDAL IN THE ACADEMIC YEAR OF 2018/2019

2020 ◽  
Vol 4 (1) ◽  
pp. 33-49
Author(s):  
SRY DEWI
Keyword(s):  
First Graders ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Test ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Academic Year

The research attempts to investigate the result of students’ writing ability through the use of Mind Mapping Technique. It also describes the implementation of mind mapping technique in teaching writing, describes the students’ response and describes the students’ improvement. The subjects were The First Graders of STIKES Muhammadiyah Kendal in the Academic Year of 2018/2019. The type of this research is a classroom action research. In this research there are two cycles, and every cycle consisted of three meetings, and the end of each meeting the researcher conducts the post test to measure the improvement of the students’ writing ability. The data are collected by using observation lists, interview, field notes, documentation, and writing test. In analyzing data the researcher describes the mean of the students based on their score to know the students’ improvement in every cycle. There are two techniques to analyze the data. They are qualitative and quantitative method. To enhance the trustworthiness of the data and to reduce the subjectivity in analyzing the data, the researcher uses triangulation method. The result of this research is mind mapping is an appropriate technique to be used in improving the students’ writing ability.

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 The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

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 IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

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