scholarly journals USING LEARNING JOURNAL TECHNIQUE TO IMPROVE THE RECOUNT TEXT WRITING SKILL OF THE TENTH GRADERS OF MAN 1 KOTA MAGELANG IN THE ACADEMIC YEAR 2017/2018

2018 ◽  
Vol 1 (2) ◽  
pp. 149-155
Author(s):  
Firda Khoirun Nisa' ◽  
Keyword(s):  
Tenth Graders ◽  
Writing Skill ◽  
Learning Journal ◽  
Academic Year ◽  
Text Writing

scholarly journals The implementation of pictures media to improve paragraph writing skill

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Siti Sulastri
Keyword(s):  
High School ◽  
Qualitative Data ◽  
Senior High School ◽  
Tenth Graders ◽  
Cohesive Devices ◽  
Effective Media ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Academic Year

The main objectives of the research are: (1) to identify whether pictures can improve students’ paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan; (2) to identify the students’s motivation when the pictures are used to teach paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan in academic year 2018/2019. The Research was carried out at SMAN 1 Magetan, East Java, in second semester from January 2019 to May 2019. The subjects of the research are 34 students of grade X. MIPA -1 consisting of 14 boys and 20 girls. The data were obtained from several techniques: test, observation, interview, questioners, and document analysis. To analyze the qualitative data, I used interactive model; while to analyze quantitative data, I applied a descriptive statistics. It is done by comparing the mean of pre-test and post-test. There are some findings of the research which include: pictures can improve students’ paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan. The improvements of paragraph writing skill comprise: (1) writing topic sentence; (2) writing supporting sentences; and (3) using correct grammar and cohesive devices (conjunctions). In addition, the students’ motivation is better when the pictures are used to teach paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan. Based on the result of the research, it can be concluded that applying pictures as media can improve students’ paragraph writing. Therefore, it is recommended that the teachers can use pictures as an effective media to improve the students’ paragraph writing skill.

scholarly journals THE IMPLEMENTATION OF JUMBLED-SENTENCES TOWARD STUDENTS� SKILL IN WRITING REPORT TEXT

2018 ◽  
Vol 7 (1) ◽  
pp. 115
Author(s):  
Fatmawati Setia Utami ◽  
Mustaqim Pabbajah ◽  
Juhansar Juhansar
Keyword(s):  
Action Research ◽  
Structured Interview ◽  
Test Results ◽  
Tenth Graders ◽  
Factors Influencing ◽  
Writing Skill ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Report Text

This study aims at describing the implementation and the effectiveness of jumbled-sentences as a technique to enhance students� skill in writing report text and finding out the factors influencing students� skill in writing report text. This study was conducted in MAN 2 Yogyakarta that involved 24 tenth graders of IPA 3 in academic year 2018/2019. This study was a classroom action research. To collect the data, observation checklist, structured interview, and tests were used. The result showed that most of students could understand the subject easily and involve actively during the technique implementation. Besides, the test results showed students� mean improvement in writing report text from pre-test (3.00), post-test I (3.36), and post-test II (3.78). It means that jumbled-sentences technique is effective to enhance students� skill in writing report text. Moreover, the factors influencing students� writing skill were having lack of vocabulary, getting anxiety in making grammar errors, getting difficulties in understanding and translating words or sentences, and having limited classroom for learning-teaching process.Keywords: implementation, jumbled-sentences, students� skill, writing, report text.

scholarly journals Pupils' attitude to school geography and motivational factors of its study

2020 ◽  
Keyword(s):  
Positive Attitude ◽  
Eighth Graders ◽  
Sixth Graders ◽  
Motivational Factors ◽  
Educational Institutions ◽  
Motivating Factors ◽  
Tenth Graders ◽  
School Subjects ◽  
Rural And Urban ◽  
Academic Year

The purpose of the article is to diagnose the attitude of pupils to geography classes at general educational institutions and identify the main motivating factors of its learning, depending on the pupils’ age and place of residence. Main material. The diagnosis of motives for studying geography was preceded by a clarification of the attitude of pupils to this subject. Pupils were asked to name their favourite school subjects and the results of the survey were used to calculate the rating of disciplines. For sixth-graders in rural and urban schools, geography ranked first, for seventh– and eighth-graders, and for rural ninth- and tenth-graders, it ranked second. For city ninth- and tenth-graders, geography took third place in the ranking of school subjects. The article presents the rating of school geography among other subjects on the basis of a questionnaire survey conducted in 2018/2019 academic year among 1163 respondents, who are the pupils of 6-11 grades at general educational institutions in Lviv region. The research analyzes positive and negative motivational factors of learning geography, depending on age and place of pupils’ residence. The results are interpreted in the context of the popular theory of self-determination developed by E. Deci and R. Ryan. Conclusions and further research. The research, conducted among the pupils studying geography at school, in a particular region of Ukraine, showed the highest rating of this subject among other school disciplines and the positive attitude towards it (more than 75% of the pupils who participated in the study). The degree of interest in geography is affected by the age of the pupils and the type of area in which the pupils live: the highest rank of favourable attitude to the subject was shown by rural pupils and pupils who are studying natural courses of the discipline (grades 6–7). The leading factors of a positive attitude to geography depend on the content of this subject and modern forms of studying it, which ultimately contributes to the formation of internal motivation for cognition. The results of an empirical study can be used to develop psychological, pedagogical and methodological models for teaching geography in different classes of general educational institutions.

scholarly journals Improving Students’ Writing Skill by Using Wholesome Scattering Game

2021 ◽  
Vol 1 (1) ◽  
pp. 39-47
Author(s):  
Dina Novrieta ◽  
Sopi Nurisa
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Writing Skills ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Writing Skill ◽  
Academic Year

The aim of this research is to describe the implementation of Wholesome Scattering Game in improving students’ writing skills on descriptive text and to find out whether there is a significant difference between students who were taught by using Wholesome Scattering Game and the students who were not. This research used quantitative approach focusing on experimental research which was conducted at SMAN 2 Sungaiselan in academic year 2019/2020. The researcher used purposive sampling technique and two classes were taken as samples, with 69 students (35 students for the control group and 34 students for the  experimental). The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. The finding showed that the students who were taught by using Wholesome Scattering Game got higher score than those who were taught by using non-Wholesome Scattering Game. It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. It could be concluded that there was a significant difference between students who were taught by using Wholesome Scattering Game and the students who were taught without using Wholesome Scattering Game.

ADOLESCENT CRISIS AND EDUCATIONAL CRISES OF ADAPTATION TO THE NEXT EDUCATIONAL LEVEL

2019 ◽  
Vol 7 ◽  
pp. 86
Author(s):  
Elena V. Leonova
Keyword(s):  
Educational Level ◽  
Fifth Graders ◽  
Human Agency ◽  
Assessment Method ◽  
Learning Activity ◽  
Expert Assessment ◽  
Personality Questionnaire ◽  
Psychological Resources ◽  
Tenth Graders ◽  
Academic Year

The problem of pupils’ adaptation to new educational level is explored from the standpoint of human agency becoming.194 pupils (84 fifth-graders and 110 tenth-graders) took part in the study. Pupils’ agency and psychological resources were surveyed at the beginning of the academic year by Children’s Personality Questionnaire (CPQ), Pupils’ Motives Questionnaire (fifth-graders), High School Personality Questionnaire (HSPQ), Purpose-in-Life Test, Motives of learning activity Questionnaire (tenth-graders). Adaptation criteria (informational, behavioral and affective) were estimated by expert assessment method and academic performance analysis at the end of the academic year. K-means method of cluster analysis, U-test and Spearman's rank correlation coefficient are used for data analysis.In each age category of pupils we have found a lot of significant correlation links between the psychological resources and adaptation criteria indicators only in the cluster of pupils with high agency level. So, only pupils with a high level of agency use their psychological resources to successful overcoming of normative educational crises. Thus, without human agency qualities, both the intellectual and personal resources of pupils can remain unused during the period of adaptation and further training, the results of the study demonstrated.The study was funded by RFBR, project # 18-413-400001 

Peningkatan keterampilan menulis narasi melalui model pembelajaran kooperatif tipe roundtable pada peserta didik kelas iii sekolah dasar

2019 ◽  
Vol 7 (8) ◽  
Author(s):  
Isnaini Suci Rahayu
Keyword(s):  
Elementary School ◽  
Writing Skills ◽  
Narrative Text ◽  
Narrative Writing ◽  
Initial Condition ◽  
Interactive Analysis ◽  
The Subject ◽  
Academic Year ◽  
Grade Iii ◽  
Text Writing

<p class="Abstract"><em>The purpose of this study is to improve the narrative text writing skills used Roundtable. This study is a Classroom Action Study (CAR) with two cycles. The subject is the student of state Elementary School  Bulukantil  in academic year 2018/2019 with 40 students. The data collection techniques of this study used observation, interviews, documentation, and test.The validity of data using source triangulation and technical triangulation. This study used an interactive analysis from miles-Huberman data analysis. The initial condition of narrative text writing skills of grade III students resuled in 27,5% classically. The first cylce begins with first meeting of 55% in classical. The second begins with first meeting of 87.5% classical completeness. The conclusions in this study is roundtable improved narrative writing skills on students at grade III of state Elementary School  Bulukantil  2018/2019 academic year.</em></p>

scholarly journals THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT

2020 ◽  
pp. 26-37
Author(s):  
Tio Devianta br Sembiring ◽  
Novalina Sembiring ◽  
Fiber Yun A. Ginting
Keyword(s):  
Learning Strategy ◽  
Teaching Writing ◽  
English Teacher ◽  
Learning Behavior ◽  
Writing Skill ◽  
Tenth Grade ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year ◽  
Better Than

The aim of this study is to find whether Think – Talk – Write Strategy works effectively on improving the tenth grade students’ achievement in writing recount texts and to know the students’ responses after being taught by using Think – Talk – Write Strategy . in order to  achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 32 students of class X- MIA2  OF SMA Santo Yoseph Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ skill in writing. It is proved by the students’ mean score of each test: pre-test was 57,5%, formative test was 67,22% and post-test  was 83,88% . In addition, the, the analysis result of the observation sheet and field notes showed Think – Talk – Write Strategy channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Think – Talk – Write Strategy was useful to most of students to improve their learnig interest in writing recount text. Based on the results of those study instruments, it can be concluded that Think – Talk – Write Strategy as learning strategy gives the improvement to students’ skill in writing recount text. It is recommended for English teacher to apply Think – Talk – Write Strategy in teaching writing skill in order to improve students’ skill in writing expecially recount text. 

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