Enhancing Student’s Writing Ability in Paragraph Writing Through an Outline Strategy at Primary Level

Among language skills, writing is considered the most challenging and complicated skill compared to other skills. The main objective of this research is to analyze the improvement of students' writing skills in writing paragraphs through the outline strategy. The participants in this study were 15 fifth grade students. The participants were selected through random sampling technique. The data obtained were analyzed in percentage. Pre-Test and Post-Test were used as instruments in this study. In the Pre-Test and Post-Test the required items such as writing paragraph titles, grammar, spelling and total sentences (length) of paragraphs are the same. According to the findings, in the Pre-Test the students writing paragraphs were 20.00%, 26.66%, 20.00%, 26.66% (Good), 46.66%, 20.00%, 33.33%, 33 ,33% (Average), 33.33%, 53.33%, 46.66% , 40.00% (Weak) in paragraph headings, use of proper grammar, correct spelling and number of sentences (length ) paragraphs, respectively. After the Pre-Test, the instructor taught the participants about writing paragraphs through an outline strategy for 4 weeks and then conducted a Post-Test. In this test, participants in writing paragraphs through the outline strategy were 46.66%, 53.33%, 60.00%, 53.33% (Good), 40.00%, 26.66%, 33.33%, 40 0.00% (Average), 13.33%, 20.00%, 6.66% , 6.66% (Weak) in paragraph headings, use of proper grammar, correct spelling and number of sentences (length ) paragraphs, respectively. This action-based research shows that the outline strategy can improve students' writing skills.

Download Full-text

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00239 ◽

2020 ◽

Vol 63 (12) ◽

pp. 4193-4207

Author(s):

Amy S. Pratt ◽

John A. Grinstead ◽

Rebecca J. McCauley

Keyword(s):

Emergent Literacy ◽

Language Disorder ◽

Literacy Skills ◽

Future Research ◽

Developmental Language Disorder ◽

Writing Ability ◽

Transparent Orthography ◽

Spanish Speaking ◽

Phonological Structure ◽

Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

Download Full-text

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

Journal of Applied Research and Multidisciplinary Studies ◽

10.32350/jarms/2020/0101/906 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Ayaz Muhammad Khan ◽

Amber Jamshaid ◽

Tayyibah Roohi ◽

Amna Ramzan

Keyword(s):

Sustainable Development ◽

Primary School ◽

Sampling Technique ◽

School Teachers ◽

Primary School Teachers ◽

Primary Level ◽

Significant Difference ◽

Role Of Teachers ◽

Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

Download Full-text

THE EFFECT OF COMIC STRIPS ON SECONDARY EFL STUDENTS’ READING COMPREHENSION AND WRITING ABILITY

ENGLISH JOURNAL OF INDRAGIRI ◽

10.32520/eji.v2i2.236 ◽

2018 ◽

Vol 2 (2) ◽

pp. 43-57

Author(s):

M. Ridhwan ◽

Muhammad Taufik Ihsan ◽

Naskah Naskah

Keyword(s):

Reading Comprehension ◽

Hypothesis Testing ◽

Null Hypothesis ◽

Test Group ◽

T Test ◽

Comic Strips ◽

Writing Ability ◽

Paired Sample ◽

And Control ◽

Test Treatment

The purpose of this study was to investigate the significant effect of using comic strips strategy toward students’ reading comprehension and writing ability at MTsN 1 Pekanbaru. A Quasi-Experimental by Non-equivalent Pre-test and Post-test Group was applied as a designed for study. The sample was two classes (VIII 3 and VIII 4) consisting 20 students of treatment class, and 20 students of control class. The data were computed using SPPS 20.0 to analyze Independent sample t-test and Paired sample t-test. The finding of this study revealed that there was a significant effect on students’ reading comprehension by using comic strips strategy, it shown on paired sample t-test; treatment class was 77 and control class was 64.5, the hypothesis testing showed the result of post T-test -7.149, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. The data also revealed that there was a significant effect on students’ writing ability, it shown on paired sample t-test; treatment class was 79.6 and control class was 54.2, the hypothesis testing showed the result of post T-test -21.9, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. From those data it can be summarized that there is a significant effect of using comic strips strategy on students’ reading comprehension and writing ability.

Download Full-text

PENINGKATAN KEMAMPUAN MENULIS PARAGRAF DEDUKTIF MELALUI METODE DRILL SISWA KELAS III C SD NEGERI 006 KUBANG JAYA KECAMATAN SIAK HULU KABUPATEN KAMPAR

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v6i2.4535 ◽

2017 ◽

Vol 6 (2) ◽

pp. 441

Author(s):

Lisnarwati Lisnarwati

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Learning Activities ◽

Class Iii ◽

Writing Ability ◽

Student Activity ◽

Planning Implementation ◽

Classroom Action Research ◽

Low Ability

This research is based on the low ability to write deductive paragraph, the average result of deductive paregrat writing ability obtained by students is 27,55 or with failure category. To improve the learning outcomes, the researcher performs improvement research by applying the drill merode. This research is a classroom action research conducted in class III C SD Negeri 006 Kubang Jaya, Kecamatan Siak Hulu, Kabupaten Kampar, this research is done in two cycles, using four stages: planning, implementation, observation and reflection. The result of research stated that the ability of writing paragraphs and learning activities has increased, in cycle I the activity of teacher get score 28 (46,6%), in cycle II activity of teacher have increase with score 57 (95,00%), while in activity of sisswa in cycle I get score 1395 (80,20%), in cycle II student activity have increase with score 1478 (84,90%). The ability to write a deductive paragraph of students also experienced an increase, in the first cycle average writing ability of students is 43.89 with the category less, and in the second cycle average writing ability of students is 68.03 with enough category. Based on the results of this study can be concluded that the ability to write a paragraph deductive students class III C SD Negeri 006 Kubang Jaya, Kecamatan Siak Hulu, Kabupaten Kampar, increased after applied drill method.

Download Full-text