scholarly journals TEACHING HORTATORY EXPOSITION WRITING USING GUIDED WH-QUESTIONS TO THE STUDENTS OF SMA PGRI 1 PONTIANAK GRADE XI

2020 ◽  
Vol 3 (1) ◽  
pp. 81-90
Author(s):  
Cenderato Cenderato
Keyword(s):  
Effect Size ◽  
Alternative Hypothesis ◽  
Research Question ◽  
Teaching Writing ◽  
Highly Effective ◽  
Wh Questions ◽  
Research Findings ◽  
The Mean ◽  
Written Test ◽  
High Level

This research was conducted to answer the research question:  “How effective is the use of Guided Wh-Questions to improve the students’ hortatory exposition writing?” The method of this research was a Pre-experimental Study by applying Pretest, the treatment and Posttest. The treatments were conducted in three time meetings with the purpose to know the effectiveness of the treatment using the Wh-question as a guide to write hortatory exposition.The population of this research was the students of class XI of SMA PGRI 1 Pontianak in academic year 2010 with 40 students of class XIA and Class XIB. But, 20 students of class XIB was considered as a sample of this research. The technique of data collecting was a written test that the students wrote hortatory exposition with the help of Wh-questions as a guide. The research findings showed the total score of pretest is 1286 with the mean score 64.30 and categorized “Average”. Furthermore, the result of posttest is 1493 with the mean score 74.63 and categorized “Good”.The result of computation on the t-test with 6,99 is higher than the t-table for the degree of freedom N-1 (20-1)=19  is 2.093. Effect Size of the treatment is 1. 53. It is categorized “Highly Effective” because the result of 1. 53 is higher than 0.8 that is the high level of effectiveness on Effect Size criteia proposed by Burn (ES > 0.8 = 1. 53 >0.8).  In conclusion, the teaching hortatory exposition writing by using Guided Wh-questions is “highly effective”. Therefore, the null hypothesis that says “Teaching Hortatory Exposition Writing using Guided Wh-questions is not effective” is rejected. And the alternative hypothesis that says “Teaching Hortatory Exposition Writing using Guided Wh-questions is  effective” is accepted. Keywords: Teaching, writing, Hortatory Exposition, Guided-WH questions

scholarly journals Brainstorming Technique In Teaching Writing Descriptive Text

2020 ◽  
Vol 5 (2) ◽  
pp. 71-74
Author(s):  
Febri Anggraini
Keyword(s):  
Alternative Hypothesis ◽  
Writing Skills ◽  
Conventional Technique ◽  
Teaching Writing ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Written Test

This study investigated the effect of the brainstorming technique to Increase Students’ Writing Skill at the Tenth Grade of MA YPI Darul Huda Lubuk Harjo. The objective of the study was to find and describe whether there any significant difference between students who are taught by using brainstorming techniques and the students who are taught by using the conventional technique to teach writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo. Therefore, for this study writer used quasi-experimental design as the method. The population was 158 and for sample 58 students, a sample of this study used purposive sampling. In this study, the writer was collecting the data used a written test as an instrument, and it was analyzed by an Independent t-test using SPSS 16, the result showed that t –obtained was higher than t table  (6,573  >2.000), and the value of sig (2 tailed) =0.00 less than the value significance level (0,05). It meant that there were no significant differences between the experimental group and the control group. So, the Alternative Hypothesis (Ha) was accepted and Null Hypothesis was rejected. It can be concluded that Brainstorming Technique was significant to increase students’ writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo.

THE EFFECT OF PROBLEM BASED LEARNING ON STUDENTS’ RECOUNT TEXT WRITING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Dyan Yosephin Hutagalung ◽  
Lince Sihombing ◽  
Elia Masa Gintings
Keyword(s):  
Learning Strategy ◽  
Alternative Hypothesis ◽  
Problem Based Learning ◽  
Control Group ◽  
Writing Achievement ◽  
Test Form ◽  
The Mean ◽  
Written Test ◽  
Experimental Group ◽  
Text Writing

This research deals with the effect of problem based learning on students’ recount text writing achievement. The population of this research was the students of  VIII SMP of SMP Negeri 18 Medan in Academic Year 2015 / 2016. This research was conducted with two randomized groups namely experimental group and control group. The experimental group was taught by using problem based learning strategy and the control group was taught without using problem based learning. The researcher collected the data by giving essay test in the written test form. In order to know the reliability of the test, the researcher used inter-rater formula. The result of the reliability was 0, 93. The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 70 with tobserved value 7,327 > ttable value 1,994. Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The finding indicated that problem based learning  significantly affected the students’ achievement in writing recount text. Key words: Problem Based Learning, Recount Text, Writing Achievement

scholarly journals Applying flower writing strategy to the tenth graders in writing descriptive text

2021 ◽  
Vol 6 (01) ◽  
pp. 17-27
Author(s):  
Yuliana ◽  
Rachmanita
Keyword(s):  
Experimental Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Teaching Writing ◽  
Tenth Graders ◽  
Writing Strategy ◽  
Quasi Experimental ◽  
Written Test

Writing is regarded as a challenging subject in school. At the same time, it was a critical skill for students to master because it is so important in this age of globalization. This study aimed to find out whether or not the Flower Writing Strategy was effective to be used in teaching writing descriptive text. The quasi-experimental method was used in this study. The sample of the study was 68 students taken by using the purposive sampling technique. The data was gained by using a written test. The data were analyzed by using a t-test. Based on the result of the independent sample t-test, it was found that t-obtained (3.439) was higher than ttable (1.9955) and pvalue (0.001) was less than άvalue (0.05). It meant that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) were accepted. Hence, Flower Writing Strategy was effective to be used in teaching descriptive text.

scholarly journals THE EFFECT OF THE GOOGLE CLASSROOM APPLICATION ON THE STUDENTS’ WRITING SKILLS IN SMA SWASTA GAJAH MADA MEDAN DURING COVID-19 PANDEMIC

2021 ◽  
Vol 3 (2) ◽  
pp. 279-286
Author(s):  
Irma Khoirot Daulay ◽  
Agnes Charismah Iman Putri Zendrato ◽  
Jeffry Jeffry ◽  
Neslita Elisabeth Manik ◽  
Priska Simamora
Keyword(s):  
Standard Deviation ◽  
Teaching Method ◽  
Research Result ◽  
Writing Skills ◽  
Teaching Writing ◽  
Normality Test ◽  
Post Test ◽  
Research Findings ◽  
The Mean ◽  
Test Result

The research aims to determine the effectiveness of applying the Google Classroom Application on the students' Writing Skills from grade X1 of SMA Swasta Gajah Mada Medan. The research applied the quantitative method with experimental design. The data were analyzed using the mathematics system related to the methods applied in the research. According to the research findings, it is concluded that Applying Google Classroom Application potentially gives more effectiveness in teaching writing skills to the students. After the post-test is done, the mean score of applying Google Classroom Application is 85.65. The standard deviation is 7.353, and the number of students is 26. The mean by applying conventional strategy is  62.00, the standard deviation is 3.943, and the number of students is 24. From the research result, the researchers found that the mean score of the experimental group students was improved by 17.10. In the controlled group, the mean score of the students was improved by 9.75. After the post-test by applying Google Classroom Application to the students is undertaken,  the normality test result is 0.465. After a post-test to the students by applying the conventional teaching method in the controlled group is given, the normality test result is 0.243. The research finding explained that the Google Classroom Application successfully improved the students'  writing skills, especially at SMA Swasta Gajah Mada Medan during the Covid-19 pandemic.

THE EFFECT OF USING VIDEO ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Liliana Dewinta Br. Tarigan And Rahmad Husein
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Test Form ◽  
The Mean ◽  
Written Test ◽  
And Control ◽  
Essay Test ◽  
Academic Year ◽  
Experimental Group

This research deals with the effect of using video on students’ achievement in writing descriptive text. The population of this research was the students of VIII SMP of SMP Negeri 4 Stabat in Academic Year 2016 / 2017. This research was conducted with two randomized groups namely experimental group and control group. The experimental group was taught by using video and the control group was taught without using video. The researcher collected the data by giving essay test in the written test form. In order to know the reliability of the test, the researcher used inter-rater formula. The result of the reliability was 0.73. The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 58 with tobserved value 8.871 > ttable value 2.000. Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The finding indicated that video significantly affected the students’ achievement in writing descriptive text.

scholarly journals WRITING AN ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE SCRIPT STRATEGY

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Nyoman Yuningsih ◽  
Novarita Novarita
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Writing Ability ◽  
The Third ◽  
Post Test ◽  
The Mean ◽  
Written Test ◽  
Result Analysis ◽  
Cluster Random Sampling

The purposes of this study was to find out and analyze empirically the effects of cooperative script strategy in enhancing the students’ ability in writing analytical exposition text to the eleventh grade students of SMK N 3 OKU who were taught by using cooperative strategy. The study used experimental design with one group pre-test and post-test. The population of the study were 368 students, there were 12 classes with the 35 sample students, the sample took by using cluster random sampling technique. The data collection method used written test in pre-test and post-test. To analyze the test the researcher used t-test in SPSS 21. First, the writers gave pre-test to the students. The second, the writers taught writing by using cooperative script strategy and the third, they gave post-test to the students to know effectiveness of the strategy which was used. The mean of the pre-test was good (65,20). Meanwhile, the mean of post-test was very good (85,31). It could be seen from the result analysis using paired sample t test that output was 0.000 lower than 0,05. From the score, it can be concluded that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Based on the result finding from this study, the cooperative script strategy was significantly effective to teach writing an analytical exposition text and the writers recommends the teacher use cooperative script strategy in teaching process and also for the students to apply cooperative script strategy to help the students to conveying their idea and improving their writing ability.

scholarly journals Teaching Writing through Process-Genre Method

2019 ◽  
Vol 4 (1) ◽  
pp. 22-25
Author(s):  
Santi Ariyanti
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Average Score ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Written Test

The main problem of this study was "Is it effective to teach writing through the process-genre method to the tenth-grade students of Islamic Senior High School NU Yosowinangun?". The objective of this study is to find out whether the process-genre method was effective to teach writing to the tenth-grade students of Islamic Senior High School NU Yosowinangun, writing ability of descriptive text. This research used a quantitative research method using the pre-experimental method. The population of the study was all the tenth-grade students of Islamic Senior High School NU Yosowinangun in the academic 2019/2020, with 106 students. The sample was 20 students taken by using one-stage cluster random sampling. The data were analyzed through the matched t-test formula to find out the effectiveness of teaching writing through the process-genre method. The technique for collecting data used a written test twice in the pre-test and post-test. Based on the result of the data analysis, it was found that the highest score in the pre-test was 69 and the lowest score was 41, and the average score was 52.8. While in the post-test, the highest score was 85 and the lowest score was 70, where the average score was 79, it was found that the value of t-obt was 18.7, where the value of t-tab was 1.725, at significance level 0.05 or 95% with a degree of freedom. . It can be concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that teaching writing through the process-genre method to the tenth-grade students of Islamic Senior High School NU Yosowinangun was effective.

scholarly journals THE USE OF CUE CARDS FOR TEACHING WRITING OF BIOGRAPHY TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Ulya Maliyatika ◽  
Muh Syafei ◽  
Rusiana Rusiana
Keyword(s):  
Learning Process ◽  
Teaching Writing ◽  
Good Ability ◽  
Significant Difference ◽  
Before And After ◽  
The Media ◽  
The Mean ◽  
Written Test ◽  
Teaching Learning ◽  
Academic Year

Students at schools learn to write in order to express their ideas well. They should have a good ability in writingEnglish texts. However, many students find it difficult to express their ideas in a paragraph, and to make a composition correctly. The media factorseems to be one that makes the teaching-learning process unable to achieve its goal. Therefore, the authors propose to apply Cue Cards as teaching media to overcome the problem.The objective of the research is to scrutinize whether there is a significant difference between teaching writing of biography textbefore and that after being taught by using Cue Cards.This experimentemployed one group with pretest and posttest design was conducted at the eleventh grade students of SMA N 1 KaranganyarDemakin academic year 2017/2018 insecond semester. There were 34 students of grade XI IPS 1 taken as the sample through cluster random sampling.The datasetsfor this research were collected through written test. Before cue cards were used in the treatment, the measn score was60. After cue cards were used in some meetings of treatment, the mean score is 82. The hypothesis of the research stated that there is a significant difference between teaching writing of biography text on the eleventh grade students of SMA N 1KaranganyarDemak in academic year 2017/2018) before and after being taught by using cue cardsis confirmed. It can be seen from the calculation of t-test, withdegree offreedom (df) = 33, α = 0,05,  t (critical) is ±2.042 and t (obtained) is 8.79. The analysis showed that Ho was denied and Ha was confirmed.Therefore, it is suggested to the English teacherto keep usingcue cardsin teaching writing of biography text.

scholarly journals Mind Mapping in Teaching Writing

2020 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Mukmin Mukmin ◽  
Handrini Afriyanti
Keyword(s):  
Test Score ◽  
Alternative Hypothesis ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Written Test

The objective of this research is to know whether the students’ ability in writing descriptive text using mind mapping in Madrasah Aliyah Negeri 1 Banggai can improve or not and to know how mind mapping improve the students’ ability of writing. This research was quasi experimental research by using non-equivalent design. The population of this research were all of the tenth grade students’ in Madrasah Aliyah Negeri 1 Banggai. The sample were X science 1 and X science 2 and consist of 35 and 34 students. The instrument of this research was written test. The kinds of test were pre-test and post-test. The mean of pre-test score in experimental class is 41 and the mean of post-test in experimental class is 83. The mean of pre-test score in controlled class is 37.35 and the mean of post-test in controlled class is 47.65. From the calculation of tcounted was higher than ttable, the result of tcounted is 18.80 meanwhile ttable in the degree of significance 0.05 is 1.66792. If the tcounted> ttable, it means that Ha is accepted. It shows that the comparison of tcounted and ttable is 18.80 > 1.66792. In the other words the alternative hypothesis is proven. It assumed that mind mapping technique can improve the students’ ability of writing descriptive text.Keywords: Writing Ability; Descriptive Text; Mind Mapping.

scholarly journals THE EFFECTIVENESS OF THIEVES STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION AT THE ELEVENTH GRADE OF SMAN 19 TEBO

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 319
Author(s):  
Rauldatul Husni ◽  
Lina Candra Wati
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Positive Impact ◽  
Alternative Hypothesis ◽  
Test Results ◽  
Post Test ◽  
Reading Text ◽  
Research Findings ◽  
The Mean ◽  
And Control

This research explore the Effectiveness of “thieves” Strategy Towards Students’ Reading Comprehension at the Eleventh Grade of SMAN 19 Tebo. The problems of this research are students lack of vocabulary, students did not have good motivation in reading text and the students have difficulty in comprehending texts. The purpose of the research is to know the effectiveness of THIEVES strategy towards students’ reading comprehension at the eleventh grade of SMAN 19 Tebo. This research focus on the quantitative research. The population in this study all 11 grades at SMAN 19 Tebo. In this study, the total population is 29, consist of class 11 IPS and 11 MIPA. Then, the sample in this study 11 IPS and II MIPA. Based on practical teaching English at SMAN 19 Tebo, the researcher find some problems in the class. Therefore the researcher applies strategy in reading, with this strategy students learn the THIEVES strategy before students read the text. The research findings indicate that the use of THIEVES strategy was able to improve the students’ reading comprehension. The conclusions of this research is supported by the post-test results of students’ reading comprehension at the eleventh grade students of SMAN 19 Tebo. The mean post-test experimental class is 78.75 and in the control class is 71.69. The differerence score between experimental class and control class was 7.06. The researcher find a positive impact on the experimental class. It means that students’ reading comprehension in experimental class was significantly improve and there is significantly different effect between experimental class and control class which teach by using THIEVES and without THIEVES. It indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It presents that the THIEVES strategy give a significant effect on students’ reading comprehension of report text.

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