scholarly journals 3 Steps Writing Strategy: Imitating-Reworking-Developing to Attract Interest in Writing Descriptive Writing in Improving Students Writing Ability

2019 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Lisa Rakhmanina
Keyword(s):  
Control Group ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Law Faculty ◽  
Writing Strategy ◽  
Post Test ◽  
And Control ◽  
Descriptive Writing ◽  
Experimental Group

This study aims to find out whether 3-step-writing strategy could have a significant impact on the students 'writing results in descriptive writing and also to find out whether there is an impact of the interaction between 3-step-writing strategy on students' writing interest. The population in this study were Law Faculty students in the 2017-2018 academic year with a total of 25 students. In this study, sampling using purposive techniques that took two classes as samples and divided into two groups, namely: Experimental Group and Control Group. The Experimental Group learned to Write Descriptive by using 3-step-writing strategy. Data was collected by conducting tests (pre and post-tests) and questionnaires. The data obtained were analyzed using the T Test and Two-Way Anova Test with the help of the SPSS 22 Program. It showed significant different on students` English Writing achievement from pre-test to post-test and also from experimental and control group. Students also showed great interest on English Writing of Descriptive text by applying 3-step-writing strategy. It means that 3-step-writing strategy could improve students` English writing skill and could also  empower students to learn more.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals The Effect of the Use of Stories in Improving the Writing Ability of the Second Year Students of Madrasah Tsanawiyah Negeri Mangempang Barru

2017 ◽  
Vol 1 (1) ◽  
pp. 57-66
Author(s):  
Syamsiah Syamsiah
Keyword(s):  
Control Group ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Inferential Analysis ◽  
Second Year ◽  
And Control ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigated the implementation of the use of stories in improving the students’ writing ability. The objectives of this research were (1) to find out whether or not the use of the stories is effective to improve the writing ability, (2) to find out which of the writing components that is mostly increased by the implementation of the use of stories. This research was carried out on the second year students of MTs N Mangempang Barru. The writer employed a quasi-experimental design. This research assigned two groups namely experimental and control group. Each group consists of 24 students. The sample was using cluster random sampling. The experiment group of were taught by using stories while in other group taught by using mono text. The instrument of this research was writing descriptive text. The data obtained through the test were analyzed by using inferential analysis by some formulas. Based on the result of research the mean score of post test of experimental group (73.42) was higher than the control group (69.50). The result of the t-test value (2.99) was higher than t-table value (2.021) . in other words, Ho was rejected and H1 was accepted..This means that the use of stories significantly improved the students’ writing ability of the second year students of MTs N Mangempang Barru.  

scholarly journals THE IMPACT OF COLLABORATIVE WRITING STRATEGY AT STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saeful Arifin ◽  
Choiril Anwar
Keyword(s):  
Collaborative Writing ◽  
Control Group ◽  
Significant Difference ◽  
Writing Strategy ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writing skill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while students’ writing skill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 ( 0.05). It means that Ho was rejected and Ha was accepted. Therefore, it could be concluded that collaborative writing strategy were effective to improve students’s writing skill in descriptive text.

scholarly journals Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 115-131
Author(s):  
Ahsin Fahmi Mubarok ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
Flipped Classroom ◽  
Cognitive Styles ◽  
Control Group ◽  
Writing Achievement ◽  
Field Independent ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

scholarly journals The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

2017 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Wahyu Diny Sujannah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Peer Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Use Of Self ◽  
Writing Ability ◽  
Multimedia Program ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests ◽  
Experimental Group

It has been known that the use of self-selected topic enhances students’ writing achievement. It is also known thatpeer feedback helps improve students’ writing achievement. However, research investigating self-selected topic incombination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect ofself-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreignlanguage (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High Schoolat Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and controlgroups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, whilethe control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and theresults of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. Theresults showed that the students taught to write with self-selected topic and checklist-based peer feedbackoutperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it isrecommended that English teachers consider assigning the students to write a topic of their own and usingchecklist-based peer feedback.

scholarly journals Effect of Reconstruction Activities on English Writing Skills: Mechanical Accuracy I (Punctuation) and Mechanical Accuracy II (Spellings)

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Abdul Rauf ◽  
Muhammad Saeed
Keyword(s):  
Writing Skills ◽  
Achievement Test ◽  
Control Group ◽  
Test Results ◽  
English Writing ◽  
Post Test ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Test Control

This study was aimed to explore the effect of reconstruction activities on grade XI students’ English writing skills mechanical accuracy I (Punctuations) and mechanical accuracy II (Spellings). Pre-test post-test control group experimental design was selected for the study. A public sector degree college for boys of district Lahore was selected conveniently for intervention. A sample of sixty (60) students out of 400, enrolled in the session 2018-19, was selected randomly. These 60 students were randomized into two equal groups (experimental and control). Experimental group was taught till 16 weeks continuously. Students’ English writing skills were measured through supply type achievement test. Results revealed that reconstruction activities had positive effect on students’ English writing skills. English teachers of grade XI were recommended to practice reconstruction activities for the development of English writing skills. Students of grade XI were recommended to practice reconstruction activities to develop their English writing skills.

scholarly journals The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua

2016 ◽  
Vol 2 (2) ◽  
pp. 45
Author(s):  
Wa Lisda ◽  
Muhammad Asfah Rahman ◽  
Haryanto Atmowardoyo
Keyword(s):  
Control Group ◽  
Seventh Grade ◽  
Writing Ability ◽  
English Writing ◽  
Significant Difference ◽  
West Papua ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is conducted to find out: (1) whether the use of  Macromedia Flash Animation  enhance  students'  writing  skill  or  not;  (2)  the  students'  interest  in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' English writing skill at the seventh-grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on  the  questionnaire,  it  is  found  that  the  mean  score  is  80.15  which  was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between students’ interest and students’ writing ability. Specifically,  the  research  result  indicates  that  Macromedia  flash  animation  is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.

scholarly journals The portfolio resource in the development of the English writing process

2021 ◽  
Vol 3 (2.1) ◽  
pp. 27-41
Author(s):  
Gabriela del Rocío Armijos Ango ◽  
Alexandra del Rocío Saquinga Yanchapanta ◽  
Mónica Narciza Orbea Peñafiel ◽  
Luis Eduardo Burbano Santamaría
Keyword(s):  
Qualitative Methodology ◽  
Writing Process ◽  
Control Group ◽  
Meaningful Improvement ◽  
English Writing ◽  
Post Test ◽  
Research Population ◽  
And Control ◽  
Experimental Group

Introduction. The portfolio is an educational resource widely applied in English learning process due to its versatility in compiling to evidence of a student’s academic work. It also contributes to an exhaustive follow-up on the students’ goals achievement and their skills development. Objective. The study points out the benefits of the portfolio in the development of the writing skill among students from A1 Starter level of the Universidad Técnica de Ambato during the academic semester September 2017 – February 2018. Methodology. During the research project a quantitative qualitative methodology was applied. Moreover, correlational variables helped to determine the students’ deficiency in their writing process through the application of a pre-test and post-test. To obtain a significant sample of the research population four parallels belonging to A1 level were randomly selected with a total of 119 learners which were divided into experimental and control group. Results.  After applying the evaluation instruments, the finding analysis showed a meaningful improvement in the development of writing English skills in the experimental group over the control group. Conclusion. It was evident that portfolio’s usage helps learners to be more aware and independent in their learning progress, this was reflected in their writing production.

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