Improving Students’ Ability  in Writing Narrative Texts  by Implementing Picture Series

This study was aimed at finding out whether the implementation of picture series strategy can improve the ability of the students in writing narrative text. The research design was collaborative action research which consisted of two cycles, in where cycle 1 consisted of three meetings and cycle 2 consisted of four meetings. A cycle consisted of four steps namely: planning the action, acting on the plan, observing the action and reflecting on the observation. The subject of the study was the 34 students. The instruments used to collect data were observation checklist, field notes, questionnaires, scoring rubrics and the students’ writings. The data from the observation, scoring rubrics and questionnaires were analyzed and the results are presented in the form of tables and description, while the data gained from the field notes and the students’ writings were analyzed and reported descriptively. The result of the study showed that the picture series effectively improved the students’ ability in writing narrative texts. All students had reached the minimum score of 3. Moreover, the majority of the students gave positive responses towards the implementation of picture series, in the case that 70% of the students showed excitement. Furthermore, they found that picture series is interesting, easy to understand, moreover, it helped them to organize paragraphs and develop ideas in writing narrative texts. Keywords: Picture Series, Writing Ability, Narrative Text.

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IMPROVING STUDENTS� SPEAKING SKILL BY USING PICTURE STRIP STORY

Indonesian EFL Journal ◽

10.25134/ieflj.v2i2.642 ◽

2017 ◽

Vol 2 (2) ◽

pp. 100

Author(s):

Odi Kosdian

Keyword(s):

Action Research ◽

Learning Process ◽

Teaching And Learning ◽

Collaborative Action Research ◽

Collaborative Action ◽

Speaking Skill ◽

Asking Questions ◽

Field Notes ◽

The Subject ◽

Teaching Learning

This research is aimed at improving students� speaking skill by using picture strip story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are the low of students� skill in speaking. This research was applied through collaborative action research which was conducted in two cycles. The subject of this research was English subject in class XI IPA I with total number of students 34. The result of the research showed that picture strip story could improve students� speaking skill. The result of test I was 62.69, test II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion (KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the classroom situation during teaching learning process by using picture strip story created the positive atmosphere. In cycle 1, there were no students who chatted and played handphone during the teaching and learning process by using picture strip story, all of students in a group did the task together and discussed it each other, the students could answer teacher�s question, and all of students spoke in English while expressing their ideas. In cycle 2, the classroom situations were completed with students asking questions to the teacher.Keywords: speaking skill, picture strip story, improve, collaborative action research

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IMPROVING SPEAKING ABILITY THROUGH STORY TELLING TECHNIQUE BY USING PICTURE SERIES

Journal on English as a Foreign Language ◽

10.23971/jefl.v5i1.93 ◽

2015 ◽

Vol 5 (1) ◽

pp. 57

Author(s):

Purwatiningsih Purwatiningsih

Keyword(s):

Action Research ◽

Narrative Text ◽

Social Value ◽

Story Telling ◽

Scoring Rubrics ◽

Field Notes ◽

Classroom Action Research ◽

Academic Year ◽

Speaking Task

This research was conducted to solve the students’ problems in speaking. It is to improve the students’ ability in speaking through story-telling technique by using picture series in terms of content and delivery of the story. The design of this study was classroom action research which was conducted in two cycles consisting of six meetings. The subjects of this study were students of grade X-9 of MAN 2 Madiun in 2014/2015 academic year. The instruments to collect the data were observation checklists, field notes, speaking task measured using scoring rubrics, and questionnaire. The finding of the study indicated that the implementation of the technique was successful in improving the students’ speaking ability, since the criteria of success were achieved. Implementing the story-telling technique using picture series in teaching speaking encompasses several procedures: 1) understanding the narrative text carefully, 2) understanding grammar and difficult words, 3) employing dictions based on its context, 4) discussing the text in groups, 5) using own sentences to deliver story, 6) avoiding mistakes by having picture series, 7) understanding the message or social value of the text, and 8) giving reward to enhance motivation.Keywords: story-telling, picture series, speaking ability

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IMPROVING STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT THROUGH CLUSTERING TECHNIQUE AT TENTH GRADE of MA MA’ARIF ROUDHOTUT THOLIBIN METRO

Journal of English Development ◽

10.25217/jed.v1i01.1400 ◽

2021 ◽

pp. 19-28

Author(s):

Desi Dwi Suryani ◽

Anindya Muhti Apriliani

Keyword(s):

Action Research ◽

Learning Process ◽

Text Clustering ◽

Collaborative Action Research ◽

Writing Ability ◽

Clustering Technique ◽

Collaborative Action ◽

The Third ◽

Tenth Grade ◽

Academic Year

The objective of this research was to improve the students’ writing ability in descriptive text through clustering technique at the tenth grade of MA Ma’arif Roudhotut Tholibin Metro in academic year 2018/2019. This research was conducted at tenth grade in second semester at MA Ma’arif Roudhotut Tholibin Metro in academic year 2017/2018. The design of this research was classroom action research (CAR). This research was applied collaborative action research, this research was done in two cycle. It is done with; planning, acting, observation and reflecting. In collecting data, the writer uses; test,observation and questionnaire. the application of the clustering technique could improve the students’ writing ability in descriptive text. Based on the results of the observation obtained the students more understanding to make descriptive sentences, and make the descriptive sentences into a descriptive text. The activity make the student become interested to describe the pictures or object, students more active and more anthusiasm in the writing learning process. Then, in Cycle 1 students passed is 15 (60%). In cycle 2 students passes the KKM (80%). Was improved 20% in cycle 2. By this number, the researcher concludes that the minimum target of success, that is 70% of the students in a class, has been achieved in cycle 2, and from the third data we can conclude it was prove that clustering technique can positively improve the students’ writing ability in descriptive text at tenth grade of MA Ma’arif Roudhotut Tholibin Metro in academic year of 2018/2019 Keyword : Improve Student’s Writing, Descriptive Text, Clustering technique.

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University Faculty, Colleagues and Teachers’ Federation as Mentors in Collaborative Action Research

McGill Journal of Education ◽

10.7202/045607ar ◽

2011 ◽

Vol 45 (2) ◽

pp. 255-272

Author(s):

Shelley Stagg Peterson ◽

Cathy Marks Krpan ◽

Larry Swartz ◽

Jane Bennett

Keyword(s):

Action Research ◽

Leadership Skills ◽

Subject Area ◽

Collaborative Action Research ◽

First Year ◽

University Faculty ◽

Collaborative Action ◽

The Subject ◽

Second Year ◽

Faculty Teachers

This research reports on collaborative research projects supported by a teachers’ federation. We compare research teams involved in the first year of the project, where they had free choice of research purposes with those in the second year who had the subject area defined for them. University faculty, teachers’ colleagues, and the teachers’ federation served as mentors for participating teachers. The action research resulted in change in teachers’ practice and in the development of leadership skills.

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Teaching the Narrative Texts Using Animation Video: Raising Students’ Skills on Reading Comprehension

Utamax : Journal of Ultimate Research and Trends in Education ◽

10.31849/utamax.v1i1.2791 ◽

2019 ◽

Vol 1 (1) ◽

pp. 18-22

Author(s):

Siti Munawaroh

Keyword(s):

Reading Comprehension ◽

Action Research ◽

Reading Skills ◽

Moral Values ◽

Narrative Text ◽

Narrative Texts ◽

Class Discussions ◽

Field Notes ◽

Unknown Words ◽

Text Language

This study aims to answer the problem of whether animated videos improve reading skills in understanding language features, find real and detailed information, and take moral values in narrative texts in the classroom. The author uses classroom action research. The tools used to collect data are observation sheets, field notes, and tests. In cycle one to cycle three, the author uses animated videos as a medium to improve reading comprehension in understanding language features, finding real and detailed information, and taking moral values in narrative texts. The author uses animated videos with the activity of showing printed images of animated video stories and giving unknown words to improve students' ability to understand the narrative text language features. The author uses animated videos with predictive activities, confirmations, class discussions, and tests to improve students' ability to find real and detailed information. The author uses animated videos by reviewing each character and finding real and detailed information to improve students' ability to take moral values from narrative texts.

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Collaborative Action Research In Academic Administration

West East Journal of Social Sciences ◽

10.36739/wejss.2019.v8.i3.30 ◽

2019 ◽

Vol 8 (3) ◽

pp. 227-252

Author(s):

Bradley C. Thompson

Keyword(s):

Decision Making ◽

Action Research ◽

Collaborative Action Research ◽

Team Members ◽

Academic Administration ◽

Leadership Culture ◽

Collaborative Action ◽

Working Together ◽

Upper Level ◽

Action Process

This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.

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Design of the Tool (web) EMAeHealth supporting decision-making during pregnancy and postpartum: Collaborative Action Research Study. (Preprint)

10.2196/preprints.25421 ◽

2020 ◽

Author(s):

Isabel Artieta-Pinedo ◽

Carmen Paz-Pascual ◽

Paola Bully ◽

Maite Espinosa ◽

Keyword(s):

Action Research ◽

Maternal Education ◽

Monitoring And Evaluation ◽

Research Process ◽

Collaborative Action Research ◽

Public Healthcare ◽

Self Assessment ◽

Collaborative Action ◽

Patient Decision ◽

Pregnancy And Postpartum

BACKGROUND Background: Despite the benefit it can give women, Maternal Education needs new tools that increase its effectiveness and scope OBJECTIVE To develop a multifunctional, personalized eHealth platform aimed at the self-management of health in relation to maternity METHODS The International Patient Decision Aid Standards (IPDAS) were applied. A website prototype was developed for implementation in the public health system using a collaborative action research process in which experts and patients participate, with qualitative research techniques as well as prioritization and consensus techniques. RESULTS A website is proposed which includes (1) systematically updated information related to clinical practice guidelines, (2) interaction between peers and users/professionals, (3) instruments for self-assessment of health needs as a basis for working on counseling, agreement on actions, help in the search for resources, monitoring and evaluation of results and (4) access for women to their clinical data and the option of sharing them with other health agents. These components, with different access requirements, would be permanently reviewed through iterative cycles depending on the frequency and effectiveness resulting from their use and would be accessible from any digital device CONCLUSIONS This public healthcare website would facilitate use, maintenance and effectiveness to increase quality of care without increasing costs. The participation of professionals and users in the creation of new tools will result in greater satisfaction with their use, with the decisions made, and with the decision process itself.

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Improving mathematics learning of geometry through the concrete-pictorial-abstract (CPA) approach: collaborative action research

Journal of Physics Conference Series ◽

10.1088/1742-6596/1663/1/012046 ◽

2020 ◽

Vol 1663 ◽

pp. 012046

Author(s):

M Salimi ◽

S Suhartono ◽

R Hidayah ◽

L E W Fajari

Keyword(s):

Action Research ◽

Mathematics Learning ◽

Collaborative Action Research ◽

Collaborative Action

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The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

British Journal of Occupational Therapy ◽

10.1177/0308022619891841 ◽

2020 ◽

Vol 83 (6) ◽

pp. 375-386

Author(s):

Debbie Kramer-Roy ◽

Denise Hashim ◽

Nighat Tahir ◽

Areeba Khan ◽

Asma Khalid ◽

...

Keyword(s):

Action Research ◽

Occupational Therapy ◽

Inclusive Education ◽

Primary Schools ◽

Occupational Therapists ◽

Collaborative Action Research ◽

School Level ◽

Collaborative Action ◽

School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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