scholarly journals The effect of collaborative writing strategy with google docs and motivation towards eighth grade students’ writing ability on descriptive text

2021 ◽  
Vol 6 (2) ◽  
pp. 525
Author(s):  
Reka Agustin ◽  
Rusman Roni
Keyword(s):  
Conventional Method ◽  
Collaborative Writing ◽  
Eighth Grade ◽  
Writing Ability ◽  
Google Docs ◽  
Significant Difference ◽  
Writing Strategy ◽  
Eighth Grade Students ◽  
High Motivation ◽  
Low Motivation

This study was to investigate the effect of collaborative writing strategy with google docs and motivation towards eight grade students’ writing abilty on descriptive text at SMPN 12 Palembang. The population of this study was all the eight grade students of SMPN 12 Palembang which total is 252 students. The sample was 64 students taken by using statified random sampling. In carrying out of the research, the writer used an experimental method : factorial design. The writer distributed pretest, posttest, and motivation questionnairein collecting data. Then in analyzing the data the writer used paired sample test, independent sample t-test and two way ANOVA. The result of this study analysis indicated that, first, there was a significant difference between writing ability of the eighth grade students with high motivation and those with low motivation taught through collaborative writing strategy with google docs. Second, there was a significant difference between writing ability of the eighth grade students with high motivation and low motivation taught through conventional method. Third, there was a significant difference between writing ability of the eighth grade students with high motivation and low motivation taught through collaborative writing strategy with google docs and those with high motivation and low motivation taught through conventional method. Fourth, there were significant interaction effect of collabotrative writing strategy with google docs and the eighth grade students’ motivation towards writing ability.

scholarly journals THE EFFECTIVENESS OF USING CARTOON VIDEOS IN TEACHING SPEAKING TO THE STUDENTS OF SMPN 2 RANTAU KALIMANTAN SELATAN IN ACADEMIC YEAR OF 2013/2014

2019 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Nor Millah Hayati
Keyword(s):  
Conventional Method ◽  
Descriptive Analysis ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Research Findings ◽  
Class Viii ◽  
The Mean ◽  
Academic Year

This thesis is purposed at proving the effectiveness of cartoon videos in teaching speaking to the Eighth Grade Students of SMPN 2 Rantau Kalimantan Selatan in academic year of 2013/2014, and showing that there is a significant difference in speaking ability between the students who were taught by using cartoon videos and those who were taught by using conventional method. This study is an experimental research. The population of this study was the eighth grade students of SMPN 2 Rantau Kalimantan Selatan in academic year of 2013/2014 which consisted of seven classes. The total number of population was 158. There were two classes taken as the sample, Class VIII B serving as control class were taught by using conventional method, while class VIII F as the experimental class were taught by using cartoon videos. Class VIII B consisted of 22 students and class VIII F consisted of 22 students. Both classes were given the pre-test at the beginning and the post-test at the end after the treatment. The data were collected by using speaking test. The data were analyzed by using t-test computation, descriptive analysis, and inferential analysis. The research findings show that there is a significant difference in students’ speaking ability between the experimental group taught by using cartoon videos and those who were taught by using conventional method. The result of the pre-test shows that both groups are poor, while the post-test result shows that the experiment group is better than the control one. The mean score of the experimental class in pre-test was 42.50 and that of control class was 42.73. The mean score in post-test of the experimental class was 75.68 and that of the control class was 57.50. It can be seen that the mean score of the experimental class was higher than that of control class in post-test. Furthermore, based on the hypothesis testing, it could be seen that the value of -t obtained (-5.245) < - t table (-2.018), at the significant level 5%. This implied that there is a significant difference of students’ speaking ability between the students who were taught by using cartoon videos and those who were taught by using conventional method.

scholarly journals The Effect of Guided Questions and Students’ Motivation towards Writing Ability

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Septaniar Septaniar
Keyword(s):  
Factorial Design ◽  
Conventional Method ◽  
Interaction Effect ◽  
T Test ◽  
Average Score ◽  
Control Group ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Experimental Group

The objectives of this study were to find whether: (1) there is significant difference inwriting achievement between the students who are taught using guided questionstechnique and conventional method; (2) there is significant difference in average scorebetween high motivated students and low motivated students who are taught usingguided questions and conventional method; (3) and there is an interaction effect oftechniques and students’ motivation in writing ability. This research was conducted atSMPN 1 Sekayu. Sample of this research was 70 students of the eighth grade students(35 students were as experimental group and 35 students were as control group). Themethod of the research was a factorial design. The data were collected through the testand questionnaire and were analyzed by using independent sample t-test and two-wayANOVA. The finding showed that: (1) there was significant difference in writingachievement between the students taught using guided questions; (2) there wassignificant difference between in average score between high motivated students taughtusing guided questions and conventional method; (3) there was no significant differencein average score between low motivated students taught using guided questions andconventional method; (4) there was no significant difference between high and lowmotivated students who taught using guided questions; (5) there was no significantdifference in average score between high motivated students and low motivated studentstaught using conventional method; (6) and there was no an interaction effect oftechniques and students’ motivation in writing ability.

scholarly journals THE EFFECT OF USING POWERPOINT MODIFIED PICTURES IN WRITING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMPN 22 KOTA BENGKULU IN 2016/2017 ACADEMIC YEAR

2018 ◽  
Vol 2 (1) ◽  
pp. 76-85
Author(s):  
Tri Susilo ◽  
Kasmaini . ◽  
Indah Damayanti
Keyword(s):  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Control Group ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Writing Tests ◽  
And Control ◽  
Academic Year

This study aimed at investigating the effect of using powerpoint modified pictures as a media in teaching writing descriptive text. The population of this study was all the students of eighth-grade students of  SMPN 22 Kota Bengkulu in academic year 2016/2017 with the total number of population 66 students. The sample of this research was taken by using purposive sampling. By using that technique, 42 students were taken as the samples. The samples divided into two groups, experimental and control group. The instrument employed in this study was writing tests. The pre-test was conducted before giving treatments in order to know the scores of both groups. After giving some treatments to the experimental and control group, the post-test was held to both groups. Based on the data analysis of the post-test, it was found that t-count > t-table (4.66 > 2.021). This finding indicated that there was a significant difference between the experimental and control group scores. It means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. In other words, powerpoint modified pictures had a significant effect on students’ writing ability. The use of powerpoint modified pictures could increase students’  writing ability especially in descriptive text. Therefore, this technique can be applied by the teacher as a teaching aid in descriptive text’s writing.

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 THE USE OF SPONTANEOUS GROUP DISCUSSION (SGD) TO TEACH WRITING DESCRIPTIVE TEXT: A CASE OF THE EIGHTH GRADE STUDENTS OF SMP 1

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Reni Lestari
Keyword(s):  
Group Discussion ◽  
T Test ◽  
Eighth Grade ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Cluster Random Sampling

This study focuses on the use of Spontaneous Group Discussion (SGD) in writing descriptive text. The objectives of the study are (1) to find out students’ writing ability in descriptive text taught without using Spontaneous Group Discussion (SGD), (2) to find out students’ writing ability taught using Spontaneous Group Discussion, (3) to find out whether there is any significant difference of students’ writing ability in descriptive text of the eighth grade students of SMP 1 Kesesi taught without using Spontaneous Group Discussion and taught using Spontaneous Group Discussion. In this study, the researcher used true experimental design by post test control and experiment group design. The eighth grade students of SMP 1 Kesesi were the population of this study. By using cluster random sampling as a technique to take sample, the researcher chose students of VIII A and VIII B as samples. VIII A in which consisted of 36 students was chosen as experiment class. While VIII B in which consisted of 37 students was chosen as control class.Essay text was the instrument for collecting data. Post test was used by the researcher to find out whether there is any significant difference of students’ writing ability in descriptive text who given treatment trough Spontaneous Group Discussion and without using spontaneous Group Discussion as treatment.Based on data analyses, the researcher found that the mean score of experiment class was higher than the mean score of control class (79, 64 > 74, 22). In addition, the independent sample t-test of both classes showed that the result of t-test value was 2,301 and t-table on significance degree (5%) was 1, 688. It shows that t-test value was higher than t-table value (2,301 > 1, 688). By the result, the researcher concludes that there was significant difference of students’ writing ability in descriptive text taught without using Spontaneous Group Discussion and taught using Spontaneous Group Discussion.Based on the result of the study, SGD can be recommended for English teacher, the students and the readers that may be useful to be used as an effective technique for teaching learning process in descriptive text. Besides using Spontaneous Group Discussion as technique in teaching English, the teacher should be more creative so that can give variation teaching especially in writing descriptive text. For the students, they should do more practice in learning writing descriptive text so that they can master writing descriptive text.

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals The Effectiveness of Collaborative Writing Strategy (CWS) in Writing Lesson Regarded to The Students’ Creativity

2016 ◽  
Vol 10 (2) ◽  
pp. 63
Author(s):  
Kiky Soraya
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Collaborative Writing ◽  
Research Result ◽  
Sampling Technique ◽  
Eighth Grade ◽  
Future Research ◽  
Writing Strategy

This study is aimed at finding out what appropriate methods to be usedin writing lesson seen from the students’ creativity especially for studentswho have high creativityand low creativity. This study used quasi experimental research. The population of the research was the eighth grade of a Junior High School in Wonosari in the academic year of 2013/2014. The sampling technique used was cluster random sampling. The sample in this study was 64 students covering 32 students of E as experimental class and 32 students of C as control class. The data or the students’ writing scores were analyzed in terms of their frequency distribution, normality, homogeneity, then ANOVA and Tuckey tests to test the research hypotheses. Based on the result, the research findings are: CWS is more effective than MWS in writing lesson; the high creativity students produced better writing rather than the low creativity student; and the interaction of teaching methods and the students’ creativity is existing in this writing lesson. In short, Collaborative Writing Strategy (CWS) is effective to teach writing for the eighth grade of a Junior High School in Wonosari, Gunungkidul. Then, the research result implies that it is better for the teachers to apply CWS in teaching and learning process of writing, to improve the students’ writing achievement, CWS needs to be used in the classroom activities, then future research can conduct the similar research with different sample and different students’ condition.

scholarly journals Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension

2018 ◽  
Vol 6 (3) ◽  
pp. 367
Author(s):  
Nurul Ariffa Anggiasari ◽  
Muh Asrori ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Junior High School ◽  
Instructional Method ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Eighth Grade Students

<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension achievement between the students taught using TGT and those taught using DI of the eighth grade students of one state junior high school in Grogol, and whether TGT is more effective than DI to teach reading comprehension. The method used in this study is experimental method (comparative study). The population of the research is all the eighth grade students. The sample was taken by using cluster random sampling. Two groups of student were taken, VIII-B as experimental group and VIII-C as control group. The instrument to collect data is test. The data were analyzed using t-test formula. The computation showed that t-observation (t<sub>o</sub>) is 3.32 consulting t-table <sub>(78,</sub> <sub>0.05)</sub> = 1.96, therefore the t<sub>o</sub> is higher than t<sub>t</sub>. It is concluded that there’s significant difference between experimental and control group. Besides, the mean of the group of students taught using TGT is 62.62, while that of those taught using DI is 59.46, meaning that TGT gives better achievement than DI. Thus, TGT is more effective than DI to teach reading comprehension.</p>

scholarly journals THE USE OF FAIES (FIRST AID IN ENGLISH SYSTEM) METHOD TO DEVELOP THE STUDENTS’ WRITING ABILITY

2013 ◽  
Vol 2 (2) ◽  
pp. 110
Author(s):  
Abd Rajab ◽  
Rahmiani Rahmiani
Keyword(s):  
Action Observation ◽  
Eighth Grade ◽  
Writing Ability ◽  
Writing Test ◽  
System Method ◽  
Eighth Grade Students ◽  
Research Findings ◽  
Good Score ◽  
Planning Action

This research aimed to find out the improvement of the students’ writing ability in term of grammar covering simple past tense and past continuous tense and vocabulary covering verb and noun, especially in recount text at the eighth-grade students of SMP Unismuh Makassar. The researcher used a classroom action research (CAR) which was conducted in two cycles where each cycle consisted of four meetings and the application consisted of four steps namely planning, action, observation, and reflection. The technique of collecting data is writing test and observation and technique of data analysis is quantitative. The number of the research subject was 26 students in class VIIIB and all the students were male. The research findings indicated that using FAIES method could improve the students writing ability in terms of grammar and vocabulary. It was proved by the students’ mean score in the test of cycle II, the result was (75.25) which increased 15.15 % from the cycle I mean score (60.1). It was highly increased from a diagnostic test (D – test) mean score (48.2). The students’ achievement in cycle II indicated that it had met the researcher score target (75) where the classification of students’ score was 4 students got excellent score where the percentage was 15.4%, 11 students got good score where the percentage was 42.3%, 10 students got fair score where the percentage was 38.5% and 1 student got poor score where the percentage was 3.8%. Based on the findings of the research above, the researcher concluded that FAIES method were successful in improving the students’ writing ability covering grammar and vocabulary for recount text at the eighth-grade students of SMP Unismuh Makassar class VIIIB .Keyword: FAIES, develop, writing, ability

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