scholarly journals Improving Students’ Writing Skill in Narrative Text by Using Storybird

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 78-85 ◽  
Author(s):  
Andriani Refika ◽  
Wahyuni Devi
Keyword(s):  
Language Use ◽  
Narrative Text ◽  
Teaching Writing ◽  
English Teacher ◽  
Narrative Texts ◽  
Class Schedule ◽  
Field Note ◽  
Writing Skill ◽  
Research Findings ◽  
Academic Year

This research was aimed at improving writing skill in narrative texts by using storybird for Grade X Teknik Komputer Jaringan 1 students of SMK Yayasan Pendidikan Persada Indah (YPPI) Tualang, Kabupaten Siak in the academic year of 2017/2018. This particular research was categorized as action research. The actions were implemented in two cycles based on the class schedule. The researcher worked collaboratively with the English teacher, as the collaborator and the students. The subjects of the research were 20 students of class X Teknik Komputer Jaringan 1 of SMK Yayasan Pendidikan Persada Indah (YPPI) Tualang, Kabupaten Siak in the academic year of 2017/2018. The data of the study were taken by using test, observation checklist, field note, and interview. The research findings showed that the use of storybird in teaching writing narrative texts was able to improve the students’ writing skills. It included their abilities in generating ideas, vocabularies, language use and mechanics. Based on the quantitative data, the students’ based score was 71.70 and increased into 72.30 in the test of Cycle I and became 85.30 in the test of Cycle II. Then, the gain score was 13 points. There were several factors that influence the improvement, such as the students’ interest with social media like storybird. They enjoyed writing narrative text in storybird and being more creative. Besides, teaching writing narrative texts using storybird could attract students’ attention and motivation. The students became more enthusiastic in writing after using storybird in the class It indicated that the students made a considerable improvement in writing narrative texts.         

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. 

scholarly journals IMPLEMENTING GUIDED QUESTION TECHNIQUE TO INCREASE STUDENTS’ WRITING SKILL

Lingua ◽  
2019 ◽  
Vol 15 (2) ◽  
pp. 54-62
Author(s):  
Syaifudin Latif Darmawan ◽  
Ani Andrianti
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
Average Score ◽  
English Teacher ◽  
Data Display ◽  
Significant Progress ◽  
Writing Skill ◽  
Post Test ◽  
Academic Year

This study is classrom action research. It is carried out at SMP N 2 Metro in Academic Year of 2017/2018. The objectives of the research: (1) to find out whether guided question technique can increase the students’ writing skill in descriptive text; (2) to describe the process of teaching writing using guided question technique. The population of the research is the seventh grade students of SMP N 2 Metro in academic year 2017/2018 that consist of 32 students. The research is conducted in two cycles. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation. In the meantime, quantitative data are collected through test. To analyze qualitative data, the researchers use miles and huberman model. It consists of three steps: data reduction, data display and data conclusion. Meanwhile, to analyze quantitative data, the researchers employ descriptive statistic.    The result of the research indicates that the implementation of guided question technique improved the students’ writing skill in descriptive text. The average score of pre-test is 56. In the cycle 1, the researchers giving the treatment and get the students’ average score of post-test 1 is 69,23. After applying the revised planning in cycle 2, the average students’ score in post-test 2 is 76. It has reached 75% of 32 students that indicated the students passed the criterion of success. The result of students’ participation in cycle 1 and cycle 2 did a significant progress and improves in every meeting of each cycle. In addition, the use of guided questions technique is able to increase the students’ writing skill in descriptive text. The research has some suggestions; for the English teacher, it is useful to implement guided questions technique as one alternatives teaching, for the students it can be used to make the students easier in writing a text and for the further researcher this study can be used as a reference.

scholarly journals Teaching Media “Powtoon” to Assist Students’ Writing Narrative Text

2021 ◽  
Vol 1 (4) ◽  
pp. 416-422
Author(s):  
Ai Siti Nur Fauziah ◽  
Lilies Youlia Friatin ◽  
Aa Surahmat
Keyword(s):  
Classroom Interaction ◽  
Narrative Text ◽  
Teaching Writing ◽  
Vocational School ◽  
English Teacher ◽  
School Students ◽  
Self Confidence ◽  
Writing Skill ◽  
Tenth Grade ◽  
Qualitative Descriptive

This research explores teaching media “Powtoon” to assist students’ writing narrative text. This research aims to investigate strategies used by the teacher in using media “Powtoon” to assist students’ writing narrative text and to know how the students perceive about the use of media “Powtoon”. It was argued that the use of media “Powtoon” would provide students with powerful tool to use in the classroom. Bowman (2013) arguessthat “Powtoon offers teachers more creativity and flexibility in students instruction to help introduce, develop, and reinforce key education concept”. So, this strategy is appropriate for the teacher to invite students’ motivation and participation in learning English especially in assessing writing skill. A qualitative descriptive research was used in this research, and this research was conducted at the tenth grade of Vocational School in Karawang, and took an English teacher who teaches writing class and 18 students as samples which were chosen purposively as the sample of the study. The data were collected by using classroom observation, and interview. The result from this study showed a positive perception through strategies which were used by the teacher and help the students in improving their self confidence in practicing writing. Beside that, the students’ spelling, grammar, content and vocabulary improved because the students feel free in conveying and expressing their idea and some sentences in writing the script of the story helped them in arranging the sentences to make a good sentences. Therefore, the researcher analyzed the students’ interview. The data were displayed in four questions.The dominant answer of the students’ interview indicates that they enjoyed and motivated in following teacher’s instruction in every stages of learning process. Based on these research findings, it is recommended that the teacher can use media Powtoon in teaching writing narrative text to Vocational School students. Furthermore, this strategy was not only increasing students’ writing skill, but also increase students’ technology skill through the use of media Powtoon and classroom interaction strategies. In addition, this study also suggests that English teacher to use media Powtoon

scholarly journals Digital Application in EFL Classroom Activity

ELT-Lectura ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 178-185
Author(s):  
Refika Andriani
Keyword(s):  
Language Use ◽  
Narrative Text ◽  
The Other ◽  
Learning Activity ◽  
English Teacher ◽  
Classroom Activity ◽  
Writing Performance ◽  
Field Note ◽  
The Media ◽  
Media Learning

This research aims at improving students’ writing performance on narrative text by using digital application namely edmodo. The method of the research was Classroom Action Research (CAR). The actions were implemented in a cycle. The researcher collaborates with the English teacher as the collaborator in conducting the research. The participants of the research were 20 students of grade tenth Administrasi Perkantoran 1 of SMK Nurul Falah Pekanbaru. The data were taken by using test, observation checklist, field note, and interview. After analyzing the data, it is found that the use of edmodo in writing narrative text activity was able to improve the students’ writing performance. In the other hand, the students were able to generate idea, identify and use various vocabularies, use the appropriate language use and mechanics. The data shows that the students’ score was 80.85. It was improved significantly from the students’ previous daily score, 69.  There were several factors that influence the improvement. They are the media, learning activity, and teacher’s ability toward the application usage. Digital application edmodo is an interesting media that can catch the students’ attention so that the students were focus on the use of the media. Learning activity by using edmodo can improve the students’ enthusiasm. They enjoyed learning to write through edmodo with no worry of being mistake.  The teachers’ capability of using edmodo motivated and help students to be creative in writing.  

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals The Implementation of Jigsaw Technique on Narrative Text

2019 ◽  
Vol 7 (2) ◽  
pp. 244
Author(s):  
Nanda Fikri Furqoni ◽  
Suparno Suparno ◽  
Dewi Sri Wahyuni
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Reading Ability ◽  
Narrative Text ◽  
Average Score ◽  
Classroom Situation ◽  
Research Findings ◽  
Teaching Learning ◽  
Academic Year ◽  
Jigsaw Technique

<p>This study is conducted to find out and to describe to what extent the use of Jigsaw Technique improves the students’ reading comprehension, and to describe the classroom situation when Jigsaw Technique is implemented in reading class. The population of this study is the students of grade VIII in a state junior high school in Boyolali in the academic year 2017/2018 consists of 21 students. The data were collected by observation, interview, and test. The research findings showed that the teacher dominated the teaching-learning process, while the students were not active to give responses but passive to ask questions. The  brief explanation of this study can be presented as follows. The first students reading ability could be improved through the use of Jigsaw technique, before the research was done, the average score of the students’ reading ability was only 59.6, but after the research one for cycle 1, it improved to 65. In cycle 2, it increased up to 71.5. Next, there were also improvements of class situation in teaching learning process and it helps to improve students’ reading ability and more engaged in learning process.</p>

scholarly journals THE USE OF GENRE-BASED APPROACH TO IMPROVE WRITING SKILL IN NARRATIVE TEXT AT THE ELEVENTH GRADE STUDENTS OF SMA ETHIKA PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 280
Author(s):  
Haryanti Haryanti ◽  
Farnia Sari
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
Writing Style ◽  
Narrative Texts ◽  
Paired Sample ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

Objective of this research was to find out significant difference of reading achievement between students The objective of this study was to find out whether or not there was a significant improvement in students' skill in writing narrative texts after they were taught by using Genre-Based Approach. The method of this study was experimental design. The experimental group received a genre-based approach while the control group received the conventional method. The population was the eleventh-grade students of SMA Ethika Palembang. The sample was 60 students which was selected by cluster random technique . The data collection was a writing test. The data were analyzed by using paired sample t-test and independent sample t-test. It indicated that there was a significant difference in writing skill between the students who were taught using GBA and those who were not.  Based on the result of data, it was interpreted that all aspects of writing are increased after taught by using GBA Approach. The best-achieved writing aspect was style and quality expression. It assumed the use of words: phrases, sentences, and paragraphs in expressing the ideas were clear and effective in writing style. Further, the study provided evidence for the effectiveness of using the genre-based approach in improving the students' writing skill in narrative text. 

scholarly journals Improving Students’ Writing Skill in Writing Paragraph through an Outline Technique

Curricula ◽  
2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Sukarta Kartawijaya
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

<p><em>This research was classroom action research. Classroom action research was a research that was conducted by a teacher in order to find out solutions of any problems found during teaching and learning process. In this research, it was done to explain whether by using an outline technique could improve the students’ writing paragraph and also to investigate some factors that influenced the students in writing descriptive paragraph. This research was done at grade VIII B of SMP Negeri 6 Sungai Penuh in academic year 2017/2018. From the result of the test in this research, the result was increased in cycle and two. In cycle one, the mean score was 58.25% and it increased to 76.87%, it increased 18.63% point. It meant that teaching writing through outline improved the students’ writing skill. The improvements were also improved on the result of each sub-indicators of writing test between cycle 1 and 2. </em></p>

scholarly journals THE INFLUENCE OF MOVIE TOWARD TO STUDENTS’ WRITING SKILL NARRATIVE TEXT

2021 ◽  
Vol 10 (1) ◽  
pp. 27-31
Author(s):  
Yaser Arafat
Keyword(s):  
Narrative Text ◽  
Teaching Writing ◽  
Learning Methods ◽  
Student Improvement ◽  
Writing Skill

The background of the study in this research is based on the phonemena that student have difficulty in writing narrative text. Students could not describing thing, place, and person detail because the student don’t have ideas when they are asked to describe thing, place and person. So they need some ways, method or aids which could help them in writing narrative text. Movie media is one of ways that can be used in teaching writing descriptive text. The problem of this research can be stated that how is the implementation influence of movie toward to students’ writing skill narrative text. Its purpose are firstly to know the improvement of students ability in writing skill narrative text. The second is to find out how the use the movie contributes to student improvement in writing skill narrative text. So student are more active and interested in learning writing activities in class, especially the are happy with the application of learning methods to improve their writing skill by using Movie.

scholarly journals Improving Students’ skill in Writing Narrative Text Through Animation Movie

2019 ◽  
Vol 3 (1) ◽  
pp. 230-237
Author(s):  
Kristiani Lisma Vera Br Ginting ◽  
Dinda Syafitri ◽  
Cahaya Riama Yanti Nehe ◽  
Nita Paskarina Manullang ◽  
Sri Ninta Tarigan
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Test Score ◽  
Narrative Text ◽  
Teaching Writing ◽  
Quantitative And Qualitative Research ◽  
Writing Skill ◽  
Post Test ◽  
Classroom Action Research ◽  
Planning Action

The purpose of this research is to find does the animation movies can improve students’ skill and ability in writing narrative text at SMP Swasta TD Pardede Foundation at VII grade in academic year2018/2019. In this research, the researchers used classroom action research and was conducted in two cycles. Each cycles consist of four steps, there are: planning, action, observing and reflecting. This research used quantitative and qualitative research to collect the data, researchers conduct tests. The tests are pre-test and post-test.The result showed that the teaching students’ skill in writing using video can improve students’ skill in writing narrative text. An increase in mean scores indicates that there is an increase in students’ skill.  The student’s pre-test score was 63.69; it increased to 72.50 in the first post-test up to 78.02 in the second post-test. From the result of the study, it can be concluded that teaching writing skill using animation videos can improve students’ writing skill. Keyword: narrative, animation movie

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