scholarly journals THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISION TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2019 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Annisa Rahmatika
Keyword(s):  
Direct Method ◽  
Study Data ◽  
Recruitment Strategy ◽  
Writing Test ◽  
Student Teams ◽  
Or Groups ◽  
Writing Skill ◽  
Tenth Grade ◽  
Multifactor Analysis ◽  
Data Collection Technique

Student Teams Acievement Division (STAD) is one of the simplest of all cooperative learning methods, where team works in learning English provides students with the team opportunity to express and to communicate with each other. One of the ways to make them express and communicate with each other is by dividing the class into several team works or groups. This experimental study sought to find out the effectiveness of STAD to teach writing viewed from students’ creativity in the tenth grade of SMAN 1 JATIWARAS Tasikmalaya in the academic year of 2017/2018. Recruitment strategy was through cluster random sampling resulting 2 classes which consist of 28 students of each class contributed to the study. Data collection technique encompassed creativity test and writing test. The data were analyzed thoroughly by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Student Teams Acievement Division (STAD) is more effective than Direct Method to teach writing; (2) students having high creativity have better writing skill than those having low creativity. (3) there is an interaction between teaching methods and students’ creativity. Keywords: STAD, Direct Method, writing skill, students’ creativity.

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 EFFECTIVENESS OF EDRAW MIND MAP APPLICATION IN TEACHING WRITING OF RECOUNT TEXT AT THE TENTH GRADE OF MAN 4 KEDIRI

2020 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Siti Pujiana
Keyword(s):  
Social Science ◽  
Teaching Writing ◽  
First Year ◽  
Science Program ◽  
First Year Students ◽  
Writing Test ◽  
Writing Skill ◽  
Tenth Grade ◽  
And Control ◽  
Academic Year

The objectives of this study were (1) to describe the student’s skill of recount text in an experimental class taught by using Edraw Mind Map, (2) to describe the students’ skill of control class without being taught Edraw Mind Map, and (3) to investigate whether there is a significance in teaching writing skill of recount text between experimental and control class at tenth grade of MAN 4 Kediri. During the research quantitative approach of true experimental was used as the research design. This research used two classes which became experimental class (X Social Science Program 1) which was taught by using Edraw Mind Map Application and control class (X Natural Science Program 4) which was not taught by using Edraw Mind Map Application. The population was the first year students of MAN 4 in academic year of 2019/2020. Out of this population, 60 students were taken as sample. There were two classes, each of which consisted of 30 students. The data were collected by using writing test and questioners.

scholarly journals Instagram as Media to Enhance Students Writing Skill Creativity in State Islamic Institute of Ponorogo

2020 ◽  
Vol 1 (2) ◽  
pp. 105-120
Author(s):  
Kaukabilla Alya Parangu ◽  
Sulistyowati Sulistyowati
Keyword(s):  
Teaching Writing ◽  
Homogeneity Test ◽  
Teaching English ◽  
Qualitative And Quantitative ◽  
Writing Test ◽  
Tukey Test ◽  
Effective Media ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Multifactor Analysis

Utilizing Instagram as media in teaching English is a new phenomenon in Education. Naturally, Instagram is a social media that usually used for sharing pictures and videos which is mostly used by the youths. However, it is such a good chance to use something the students are excited about for educational purpose.  This research aims to identify whether: 1) Instagram can improve the students’ writing skill; (2) there is an interaction between teaching media and students’ creativity in teaching writing. This research is classified as quasi-experimental study and the subjects of the research were 36 students of Shariah Economics in Economics Faculty in State Islamic Institute of Ponorogo. The data obtained during the research are in qualitative and quantitative forms. The data were acquired by using two instruments; questionnaire and writing test. Questionnaire was used to categorize both students having high or low creativity, and writing test was used to measure their writing skill. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA and Tukey test. Before conducting the ANOVA, pre-requisite tests such as normality and homogeneity test were conducted. This study finds that: (1) Instagram media is more effective than Powerpoint media to teach writing; (2) There is an interaction between teaching media and students’ creativity in teaching writing. The result of this study implies that Instagram media is an effective media in teaching writing to the second semester students.

scholarly journals IMPROVING THE STUDENTS’ WRITING SKILL THROUGH SEDONA METHOD

2016 ◽  
Vol 5 (2) ◽  
pp. 110
Author(s):  
Nur Qalby
Keyword(s):  
Action Research ◽  
Diagnostic Test ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Test ◽  
Writing Skill ◽  
Tenth Grade ◽  
The Subject ◽  
Classroom Action Research

The objective of this research was to find out the improvement of content and organization in writing skill by using Sedona Method at the Tenth Grade Students of SMA Batara, Gowa. The researcher used A Classroom Action Research (CAR). The Researcher had conducted two cycles, where each cycle consisted of four meetings. This classroom Action Research (CAR) was at The Eighth Grade of SMA Batara Gowa, Class XB. As the subject in this research was the X Grade with students’ number as about 29 students. The instruments were writing test and observation sheet. The application of Sedona Method can improve the students’ writing, especially in content and organization. This leads to the conclusion that application of Sedona Method was needed in the English Language teaching and learning in improve their competence to organize their idea. Sedona Method that was focused on the learners can engage the students to organize their ideas better than before. The findings of the research were (1) the students’ content achievement was improved 9.98% from diagnostic test to cycle 1 and was improve 10.03% from cycle I to cycle II (2) the students’ organization achievement was improving 8.63% from diagnostic test to cycle I and improved 10.03% from cycle I to Cycle II. From the description above it could conclude the improving of the students’ writing skill in the descriptive paragraph in terms of content and organization by using Sedona Method at the Tenth Grade of SMA Batara Gowa was improved.Keywords: Writing Skill, Sedona Method

scholarly journals Applying PLEASE Strategy to Teach Writing Skill on Students with Different Linguistic Intelligence

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (1) ◽  
pp. 34
Author(s):  
Dyah Aminatun ◽  
Ngadiso Ngadiso ◽  
Sri Marmanto
Keyword(s):  
Intelligence Test ◽  
Homogeneity Test ◽  
Writing Test ◽  
Tukey Test ◽  
Road Map ◽  
Writing Strategy ◽  
Writing Skill ◽  
Guided Writing ◽  
Multifactor Analysis ◽  
And Control

PLEASE Strategy is a mnemonic that provides learners with a road map for writing a text. It is a strategy when a teacher teaches the students an acronym to remember each step in writing. PLEASE strategy will help students to write, to start the first sentence, and to put the data information in their writing. This article refers to an experimental study on the effectiveness of PLEASE Strategy to teach writing at the eleventh grade of SMA Negeri 1 Ngemplak. The samples were two classes, experimental class which was taught using PLEASE Strategy and control class which was taught using Guided Writing Strategy. To gain the data, two instruments were use, writing test and linguistic intelligence test. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) PLEASE strategy is more effective than Guided Writing Strategy to teach writing; (2) The students having high linguistic intelligence have better writing skill than those having low linguistic intelligence; and (3) There is an interaction between teaching strategies and students’ linguistic intelligence in teaching writing.PLEASE Strategy is a mnemonic that provides learners with a road map for writing a text. It is a strategy when a teacher teaches the students an acronym to remember each step in writing. PLEASE strategy will help students to write, to start the first sentence, and to put the data information in their writing. This article refers to an experimental study on the effectiveness of PLEASE Strategy to teach writing at the eleventh grade of SMA Negeri 1 Ngemplak. The samples were two classes, experimental class which was taught using PLEASE Strategy and control class which was taught using Guided Writing Strategy. To gain the data, two instruments were use, writing test and linguistic intelligence test. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) PLEASE strategy is more effective than Guided Writing Strategy to teach writing; (2) The students having high linguistic intelligence have better writing skill than those having low linguistic intelligence; and (3) There is an interaction between teaching strategies and students’ linguistic intelligence in teaching writing.

scholarly journals The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest

2018 ◽  
Vol 2 (3) ◽  
pp. 248-258
Author(s):  
Rahayu Meliasari ◽  
Ngadiso Ngadiso ◽  
Sri Marmanto
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Random Sampling ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Strategy ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.

scholarly journals A Correlational Study on Habit in Watching English Movie, Self-Efficacy, and Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 68
Author(s):  
Samsu Widya Resti ◽  
Siswantoro Siswantoro ◽  
Teguh Sarosa
Keyword(s):  
Multiple Regression ◽  
Self Efficacy ◽  
Correlational Study ◽  
Positive Correlation ◽  
Writing Test ◽  
Writing Skill ◽  
Tenth Grade ◽  
Regression Correlation ◽  
Analyze Data

This research aims to find correlation between (1) habit in watching<strong> </strong>English movie and writing skill; (2) self-efficacy and writing skill; and (3) habit in watching English movie, and self-efficacy toward writing skill simultaneously. The study was carried out at SMK in Wonoasri. The sample of the study is 22 students out of 260 students in tenth grade as the population. The instruments used for collecting data of habit in watching English movie and self-efficacy is questionnaire, while writing test was used for collecting the data of writing skill. The techniques to analyze data are single and multiple regression correlation. The result of analysis shows that there is a positive correlation between (1) habit in watching English movie and writing skill; (2) self-efficacy and writing skill; and (3) habit in watching English movie, self-efficacy simultaneously and writing skill. The positive correlation indicates that the increase of habit in watching English movie and self-efficacy is followed by the increase of student‟s writing skill at the same time.

scholarly journals THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION

2018 ◽  
Vol 7 (1) ◽  
pp. 61-74
Author(s):  
Dian Pertiwi
Keyword(s):  
Direct Instruction ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Islamic School ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
High Motivation ◽  
And Control ◽  
Cluster Random Sampling

This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.

scholarly journals The effect of Dictogloss Technique on the students’ writing skill

2018 ◽  
Vol 5 (2) ◽  
pp. 279-293
Author(s):  
Dian Pertiwi ◽  
Ngadiso Ngadiso ◽  
Nur Arifah Drajati
Keyword(s):  
Direct Instruction ◽  
Homogeneity Test ◽  
Learning Context ◽  
Islamic School ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Multifactor Analysis ◽  
High Motivation ◽  
Low Motivation

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh-grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post-test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh-grade students.

scholarly journals THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Andianto -
Keyword(s):  
Random Sampling ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Teaching Techniques ◽  
Writing Ability ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Research Findings ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

The objectives of the research are to examine whether: (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity for the tenth grade students of SMA Muhammadiyah 1 Metro; and (3) there is an interaction between teaching techniques and students’ creativity to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro. The method applied in this research was an experimental study. It was conducted at the tenth grade students of SMA Muhammadiyah 1 Metro. It consists of six classes. The Samples were two classes of six classes chosen by using cluster random sampling. Each class was divided into two groups (the students having high and low students’ creativity). The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tuckey test. Based on the data analysis, there are some research findings that can be drawn. They are (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity; (3) there is an interaction between teaching techniques and students’ creativity to teach writing in which Peer Feedback Technique is more appropriate to teach writing for students having high creativity and Teacher Feedback Technique is more appropriate to teach writing for students having low creativity. In short, the effect of teaching technique depends on students’ creativity.

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