scholarly journals A comparison of whole language and traditional methods of teaching writing in the first grade

1989 ◽  
Author(s):  
Teresa Nagle
Keyword(s):  
Whole Language ◽  
First Grade ◽  
Teaching Writing ◽  
Traditional Methods

scholarly journals The Effect of Engage, Study, and Activate Method Towards Students’s Writing on Narrative Text

2019 ◽  
Vol 2 (2) ◽  
pp. 137-143
Author(s):  
Enung Nurbaeti ◽  
Heva Rostiana
Keyword(s):  
Alternative Hypothesis ◽  
First Grade ◽  
Narrative Text ◽  
Teaching Writing ◽  
Control Group ◽  
Control Group Design ◽  
Statistical Computation ◽  
Written Form ◽  
Equivalent Control ◽  
And Control

The research aims to know the effect of ESA method towards students’ writing on narrative text at the first grade students of MAN 3 Pandeglang in 2018/ 2019 academic year. The research paper employs non-equivalent control group design. It compares both of experimental group (O2-O1) and control group (O4-O3). In her research which is consisted of 172 that is took as sample 30 as Experimental Class and 30 as Control Class. In this research, the writers use the achievement test in calculating the need of data to the relevant problem, then, giving a treatment to the experimental class by using ESA method and using Lecturer method in control class. The writers use statistical computation in order to find out which hypothesis is accepted and which is rejected, (Ha) or (Ho). From research of data, it is found that tcount is higher than ttable in term of statistic, it could be seen that t-count ≥ t- table = 2,973 ≥2,002. It means that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the finding, the writers concluded that ESA method has an influence in teaching writing on narrative text because it can more explore their imagination on written form.

scholarly journals THE IMPLEMENTATION OF WORD WALL STRATEGY IN TEACHING WRITING DESCRIPTIVE TEXT

2019 ◽  
Vol 1 (2) ◽  
pp. 61-67
Author(s):  
Yani Darliani ◽  
Cica Farida Agustina
Keyword(s):  
High School ◽  
Learning Process ◽  
Qualitative Method ◽  
First Grade ◽  
Teaching Writing ◽  
Background Color ◽  
Grade Teacher ◽  
Writing Problems ◽  
Vocational High Schools ◽  
Word Wall

Sometimes students experience writing problems, attempt to understand the text and get confused to begin describing because they lack vocabulary and concept. The study was directed at finding out the Word Wall approach introduced in teaching descriptive text to high school vocational learners and finding answers for learners in learning descriptive text to implement the Word Wall approach. The study was carried out at one of Bandung's vocational high schools. In this study, the descriptive qualitative method was used. The research participants are a first-grade teacher and five students. The information was acquired as the study tool by observation and interview. Word wall approach is one of the strategies that can be used in the learning process of teaching. Word Wall approach was a strategy consisting of a group of phrases that placed a distinct background color on the wall that corresponds to a distinct curricular goal. The teacher provides learners with important phrases or clues to readily create their thoughts. The outcome demonstrates that all respondents responded positively to the approach of Word Wall. Implementing Word Wall approach has been useful in teaching for high school vocational learners and makes writing descriptive text enjoyable for learning.

scholarly journals The Effect of Using an Animation Video in Writing Recount Text at SMK Antartika 1 Sidoarjo

2021 ◽  
Vol 9 ◽  
Author(s):  
Eka Nofa Ayu Istiqomah
Keyword(s):  
Experimental Design ◽  
Quantitative Method ◽  
First Grade ◽  
Teaching Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Research Findings

The objectives of this research are to find out whether there is any effect and significant difference achievement of students in writing recount text between before and after being taught by using an animation video and how the students’ respon toward the use of an animation video in teaching writing recount text. The research was conducted at SMK Antartika 1 Sidoarjo. Sample of this study is students in first grade TPM 6 class. The method that is used in this research is quantitative method with pre-experimental design. To get the data, the researcher gave pre-test and post-test to the students. The researcher used an animation video in teaching writing recount text. An essay is given by the researcher to the students to know the effect of the students after used an animation video. Based on the result of the research, there are some research findings that can be represented. First, there is significant difference achievement of students in writing recount text. Second, the students’ understanding give a positive respon toward the use of an animation video. In conclusion, the use of holiday animation video gives a significant difference on the students’ achievement in writing recount text and the students’ respon of the use of an animation video in teaching writing recount text are positive.

Formation of Calligraphic Correct Hand Writing As Pedagogical Problem

2017 ◽  
Vol 5 (1) ◽  
pp. 17-20
Author(s):  
Пяткова ◽  
V. Pyatkova
Keyword(s):  
Motor Development ◽  
Traditional Method ◽  
Personality Characteristic ◽  
First Grade ◽  
Mental Activity ◽  
Self Control ◽  
Teaching Writing ◽  
Correct Letter ◽  
Visual Motor ◽  
Hand Writing

The article considers the problem of teaching first-grade pupil calligraphic correct letter as a basis of handwriting, which is a stable personality characteristic in the future is difficult to correcting. As the process of writing is extremely complex and covers various areas of mental activity, the teacher is recommended to take into account the hygiene, physiological and educational components that contribute to conscious mastery of technique first-grade pupil letters formation of skills of visual-motor development of self-control on the basis of geometric eye estimation. The author offers the technique “Line-art formation of calligraphic writing”, characterizes its components, compares with the traditional method of teaching writing.

Whole language practices in first grade reading instruction

1990 ◽  
Vol 29 (3) ◽  
pp. 14-26 ◽  
Author(s):  
Paul M. Hollingsworth ◽  
D. Ray Reutzel ◽  
Elaine Weeks
Keyword(s):  
Reading Instruction ◽  
Whole Language ◽  
First Grade ◽  
Language Practices

scholarly journals Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms

1993 ◽  
Vol 25 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Karin L. Dahl
Keyword(s):  
Social Interactions ◽  
Whole Language ◽  
First Grade ◽  
Reading And Writing ◽  
School Year ◽  
Instructional Context ◽  
Language Classrooms ◽  
Learner Perceptions ◽  
Field Notes ◽  
Urban Sites

This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.

Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms

1999 ◽  
Vol 34 (3) ◽  
pp. 312-341 ◽  
Author(s):  
Karin L. Dahl ◽  
Patricia L. Scharer ◽  
Lora L. Lawson ◽  
Patricia R. Grogan
Keyword(s):  
Student Achievement ◽  
Whole Language ◽  
First Grade ◽  
Phonics Instruction

scholarly journals Improving Students Writing Anecdote Skill Through Scientific Method In The First Grade Students Of SMAN 3 Praya

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Evi Safitri Yulandari
Keyword(s):  
Scientific Method ◽  
Teaching And Learning ◽  
First Grade ◽  
Teaching Writing ◽  
School Level ◽  
Learning Activity ◽  
Ministry Of Education ◽  
High School Level ◽  
Questionnaire Form

This study was aimed to know the writing anecdote skill in the first grade students of SMAN 3 Praya, the researcher chose the anecdote as the material because there are 13 kind of text in English, but anecdote is rarely taught by the teacher whereas anecdote is interesting story about a real incident or person and the students may interested when they learn about anecdote text. This research used scientific method, The term “Scientific Method” gained its popularity in the field of education in Indonesia when Curriculum 2013 was launched by Ministry of Education and Culture in 2013, It is explicitly stated in the curriculum that, with its excellences, the scientific method is very important for a better quality of teaching and learning to develop students’ affection, knowledge, and skills. The researcher did a qualitative case study with the total 30 students’ involved as well as participant. This study used several data instrument in gathering the data dealing with the question of the study, i.e: observation, interview and questionnaire form to collect the data in a case study to explore (1.) whether or not the teacher is able to implement scientific method to teach writing anecdote skill; (2) how the teacher interprets scientific method; (3) the students’ perception toward anecdote text and scientific based learning activity. This research might be the window for further studies or reference to explore the potential benefit and challenge of scientific method in teaching writing anecdote text, particularly for senior high school level.

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