scholarly journals The Effect Of Creativity Toward Students’ Achievement in Writing Ability

2019 ◽  
Vol 6 (2) ◽  
pp. 141
Author(s):  
Ning Setio Wati
Keyword(s):  
New Product ◽  
Teaching Writing ◽  
English Department ◽  
Writing Achievement ◽  
Writing Ability ◽  
The Third ◽  
Academic Year

Writing is an activity to write and reformulate ideas to create meaning on a paper. In teaching writing, there are many influences, such as creativity. Creativity is an ability to create new product that can be useful and effective in original of thinking. This research is aimed at finding out whether creativity has significance influences toward writing achievement. The research was conducted at IAIN Metro in the academic year of 2012/2013. The population of this research was the third semester students of English Department of IAIN Metro. The result of this research is the students who have creativity could give significant effects on the students' writing ability and the creativity that was given by the lecturer was effective.

scholarly journals ENHANCING WRITING ABILITY THROUGH IDEA LISTING TECHNIQUE

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
M. Zaini Miftah
Keyword(s):  
Action Research ◽  
English Department ◽  
Writing Ability ◽  
The Third ◽  
Classroom Action Research ◽  
Academic Year

The study is aimed at developing the Idea Listing Technique (ILT) to enhance the students‟ writing ability. The Classroom Action Research was applied in this study. The subjects of the study were 31 students, the students taking the course of Writing II, of the third semester of English Department of one State Islamic College at Palangka Raya, Indonesia, in the 2012/2013 academic year. The findings show that the implementation of ILT can enhance the students‟ ability in writing expository paragraph. It is indicated by the enhancements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the writing activities during the implementation of ILT in Cycle I and II. Thus, the enhancement of the students‟ ability in writing expository paragraph can be reached but it should follow the appropriate procedures of the implementation of ILT having been developed.Keywords: Idea Listing Technique, Writing Ability, Paragraph Writing, Expository Paragraph

scholarly journals The Effect of Hamburger Strategy in Writing Descriptive Text of the 1st Semester Students of English Department in Nommensen University

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Fenty Debora Napitupulu
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
English Department ◽  
Writing Ability ◽  
First Semester ◽  
Oral Test ◽  
Post Test ◽  
Group A ◽  
Group B ◽  
Academic Year

<p>This study deals with the effect of hamburger strategy on writing descriptive text. Hamburger strategy is a writing organizer strategy that visually outlines the key components of a paragraph. When writing by using hamburger strategy, the students will learn to remember how to build the paragraph and the importance of each component. It was conducted by using experimental quantitative research. The population of this study is the first semester  students of English Department Nommensen Medan. The writer takes 50 students as the sample and they are devided into two groups by using random sampling. The first group was  group A as Experimental class which is taught by implementing hamburger strategy while the second group is Group B as control class which is taught by using conventional method. Oral test is used  as the instrument of collecting the data. This test consists of two types, namely pre-test and post-test. The data were analyzed by using t-test formula. The calculation shows t-observed that is 3. 58, which  is higher than t-table that is 1.676 at the level significance  (p: 0.05) with the degree of freedom (df) 48. It means that Ha is accepted while Ho is rejected, therefore it is concluded that hamburger  strategy  significantly affects on writing descriptive text of the first semester students of English Department in Nommensen University Medan academic year 2016/2017. It is suggested for the students of English Department as source of valuable knowledge and information when conducting a research related to the study. It is also suggested that teachers of English subject should implement hamburger strategy as one of alternative in teaching writing to increase students’ writing ability.</p><p><em><br /></em></p><p><strong><em>Keywords: </em></strong><em> </em><em>h</em><em>amburger </em><em>s</em><em>trategy, </em><em>w</em><em>riting hortatory exposition text</em><em></em></p>

scholarly journals THE ANALYSIS OF SIGNIFICANCE DIFFERENCE IN WRITING ACHIEVEMENT AMONG THE STUDENTS WHO ARE INTROVERT, EXTROVERT, AND AMBIVERT

2018 ◽  
Vol 1 (1) ◽  
pp. 84-96
Author(s):  
Yashori Revola ◽  
Alamsyah Harahap ◽  
Bambang Suwarno
Keyword(s):  
Alternative Hypothesis ◽  
Personality Types ◽  
English Department ◽  
Writing Achievement ◽  
Comparison Result ◽  
The Third ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Academic Year

The objective of this research was to investigate significant difference among personality types in students’ writing achievement. The samples of the research comprised the third semester students of English Department of IAIN Bengkulu, academic year 2015/2016. The research design was ex - post facto. The result showed that the comparison result of writing achievement  between introvert and extrovert  types showed that Sig < ?, thus the alternative hypothesis was accepted. Comparison between introvert and ambivert types showed that Sig < ?, thus the alternative hypothesis was accepted. Then, comparison between extrovert and ambivert types showed Sig > ?, thus the alternative hypothesis was rejected. In conclusion, there was significance difference in writing achievement between introvert and both of extrovert and ambivert types. Meanwhile there was no  significant difference in writing achievement between extrovert and ambivert types. This means that introvert students were stronger than extrovert and ambivert students in writing achievement of narrative text

scholarly journals Using Chronological Order Method to Improve Writing Ability of the Third Year Students of SMA Negeri I Pangsid Kabupaten Sidenreng Rappang

2018 ◽  
Vol 1 (2) ◽  
pp. 67-75
Author(s):  
Roni Roni
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Order Method ◽  
Chronological Order ◽  
Writing Ability ◽  
The Third ◽  
Post Test ◽  
Academic Year ◽  
Cluster Random Sampling

The objective of the research was to find out whether or not using chronological order was able to improve writing ability of the students of SMA Negeri 1 Pangkajene Sidrap. This study employed pre-experiment method, using the third year students of SMA Negeri 1 Pangsid kabupaten Sidenreng Rappang in Academic year 2011/2012. Total number of population was 192 students on six classes one of them were taken as sample by using cluster random sampling technique; class IPA  1 consisting 32 students. The instrument used in this research was to chronological order. The research used an experimental design one class was given pre-test, treatment and post-test design. The population was the third students of SMA Negeri 1 Pangsid kabupaten Sidenreng Rappang in academic year 2011/2012. The sample of this research was third  year of SMA Negeri 1 Pangsid Kabupaten Sidenreng Rappang there were 32 students. The technique of sampling was cluster random sampling, and the data was analyzed into percentage, mean score analyzes and the of the research shows that teaching writing by using chronological order can increase the writing ability of the third year students of SMA Negeri 1 Pangsid kabupaten Sidenreng Rappang in which the result of t-test ( 5.743) is higher than t-table (2.042) with df( N-1) =32-1=31 in the level of significance ( 0.05) = 2.042. It means that using chronological order method in teaching writing is able to improve writing ability of the third year students of SMA Negeri 1 Pangsid Kabupaten Sidenreng Rappang.

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Nadya Isnan Furqoni
Keyword(s):  
Peer Feedback ◽  
Teaching Writing ◽  
Teacher Feedback ◽  
Control Group ◽  
English Department ◽  
Writing Achievement ◽  
Proof Reading ◽  
Writing Class ◽  
The Difference ◽  
And Control

Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback.  This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.

scholarly journals TEACHING WRITING USING PREPARE ORGANIZE WRITING EVALUATE RETHINK STRATEGY AT THE EIGHT GRADE OF MTs MAHWIL UMMIYAH MUARA LAPA DAYA DUNGKEK SUMENEP IN THE ACADEMIC YEAR OF 2019/2020

2021 ◽  
Vol 6 (1) ◽  
pp. 754-758
Author(s):  
Ummul Khoiroh ◽  
Haris Supratno ◽  
Ria Kamilah Agustina
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Field Data ◽  
Analysis Data ◽  
Teaching Writing ◽  
Power Method ◽  
Data Display ◽  
The Third ◽  
Drastic Increase ◽  
Academic Year

Writing learning using P.O.W.E.R. strategy that occurs in the eight class of MTs Mahwil Ummiyah make innovative and inspiring learning, the students innovatively to creative study and independent, the strategy is  involving students to evaluate and revise independently who crated students in writing. The goal is the POWER method to be achieved in the writing learning effectively, to descript the students of result in the writing learning using the POWER method. The technique data analysis data reduction the researcher observe  in the field, data display to descript the result, conclusion is the verification. The result of this research can be seen in the 4 cycles of learning process. 20,5% is the students learning result  from first cycle in the second cycles out 72% in the third cycles 85% in the fourth 91%. Can conclude that students writing learning was drastic  increase. this shows that the learning process using the POWER method of students in MTs Mahwil Ummiyah successfully. Keyword: Teaching Writing Using P.O.W.E.R Method

scholarly journals PENINGKATAN KETERAMPILAN MENULIS DESKRIPSI DENGAN TEKNIK TANYA JAWAB BERBANTUAN MEDIA GAMBAR SISWA KELAS VIII 3 SMP N 2 SUNGAYANG KABUPATEN TANAH DATAR

2018 ◽  
Author(s):  
Desmike Putri Ayu ◽  
Atmazaki Atmazaki
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Action Planning ◽  
Class Action ◽  
Teaching Writing ◽  
Third Grade ◽  
Writing Ability ◽  
Evaluation Result ◽  
The Third ◽  
Third Grade Students

This research is aimed to explain about the process of using asking-answering technique with the help of picture as media in improving writing ability of descriptive text in the third grade students of SMP 2 Sungayang.This research is a Class Action Research and qualitative research (class action research) that involves: (1) action planning (2)action implementing (3) result observation, and (4) reflection. This research is implemented in two cycles, they are cycle 1 and cycle 2. Ctcle 2 is implemented based on evaluation result at cycle 1. Researcher as presenter in the process of learning, whereas as observer and collaborator is anIndonesian Language teacher in the third grade class of SMP 2 Sungayang.The result of the research shows using asking- answering technique with the help of picture asmedia in teaching writing descriptive text is effective to improve students’ ability in writing descriptive text. From the result of this class action research, it can be takena conclude that teaching writing descriptive text by using asking-answering with the help of picture as media improve students’ learning result of the third grade students of SMP 2 Sungayang.

scholarly journals Writing Ability Improvement Through Student Teams Achievement Divisions at Pirayanawin Klonghin Wittaya School

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Nurika Mustika
Keyword(s):  
Research Result ◽  
Third Grade ◽  
Primary Data ◽  
Writing Ability ◽  
Writing Test ◽  
The Third ◽  
Student Teams ◽  
And Gender ◽  
Descriptive Writing ◽  
Academic Year

The aims of this research is to find out how Student Teams-Achievement Divisions (STAD) can improve students’ descriptive writing ability of the third grade students at Pirayanawin Klonghin Wittaya School, Thailand in the 2014/2015 academic year. The design of this research is classroom action research (CAR). The subject of the research is the third grade of Pirayanawin Klonghin Wittaya School in the 2014/2015 academic year that consists of 33 students. The observation used writing test as primary data and observation checklist. STAD improved the students descriptive writing ability in two cycles from the percentage of students scored ≥ 63,was 56.6% in cycle 1 to 80% in cycle 2 and from M= 62.2 in cycle 1 to M= 72 in cycle 2. Based on the research result, it can be concluded that STAD (Student Achievement Divisions) is able to improve students’ descriptive writing ability by having heterogeneous teams in terms of ability and gender that make them easy in generating their ideas and able to have peer tutoring.Keywords: writing ability, STAD (students teams achievement divisions)

scholarly journals TEACHING WRITING SKILL THROUGH CONCEPTUAL NETWORK ON THE NINTH GRADE STUDENTS OF SMP NEGERI 3 KUTA SELATAN IN THE ACADEMIC YEAR 2009-2010

2011 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Ketut Wardana ◽  
I Nengah Astawa
Keyword(s):  
Action Observation ◽  
Teaching Writing ◽  
Writing Ability ◽  
Study Test ◽  
Conceptual Network ◽  
The Difference ◽  
Ninth Grade Students ◽  
Teaching Learning ◽  
Mean Cycle ◽  
Academic Year

This study is aimed to improve the studens’s writing ability during the teaching learning process. The Conceptual Network activities had been assumed to be able to improve the student’s ability in writing. Since the technique had been applied the students could increase their achievement both in terms of score and ability in writing aspects such as grammar, punctuation, spelling and vocabularies. The subjects of the present study was IX I of SMP Negeri 3 Kuta Selatan in academic year 2008-2009.The total of the subjects under study was 42 students which consists of 20 females and 22 males. The present study made use of a classroom action research design. There were two cycles applied and each of which covered three session and involved four steps namely planning, action, observation, and reflection. There were three instruments used in this study; test, questionnaires, and observation sheet. This study was carried out based on the results of pre- test which revealed that students’ writing ability was unsatisfying. From the writing assessment scale used, it was proved that achievement of pre-test of subject under study was only 4.83 which were considered very low.  The finding showed that there were continuous improvements on the students mean score after being given treatment in two cycles. In cycle I, the score of reflection 1 was 5.47 in reflection 2, the score was 6.09, the score in reflection 3 was 6.83.It was calculated that the grand mean score of cycle I was6.13.and it proved that student’s writing ability was considered fairly satisfactory by using Conceptual Network strategy. Next, three reflections were applied in cycle II to anticipate unsatisfied reaction from the researcher. It showed that the score in reflection 4 was 7.47, reflection 5 was 8.21 and reflection 6 reached up to 8.76. The grand mean of cycle II was 8.14 which meant the student’s writing ability were considered much better according to the rate description. The difference between grand mean cycle I and cycle II was 2 points. The result of questionnaire showed that item A was 59.25% which meant they liked writing with Conceptual Network strategy very much, Item B was 32.43% they liked it, and item C was 8.31%, that means they were not sure and none of them chose D or 0. From the result of the study, this indicated that Conceptual Network strategy could help the students of SMP Negeri 3 Kuta Selatan improve their writing ability.

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