scholarly journals The Effectiveness of Guided Writing Combined with Virtual Reality Video as Teaching Media on Students’ Writing Achievement

2020 ◽  
Vol 3 (10) ◽  
pp. 41-47
Author(s):  
Moris Virgiawan ◽  
Nunuk Suryani ◽  
Leo Agung Sutimin
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Quantitative Data ◽  
Writing Achievement ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Guided Writing ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

This study was conducted to identify (1) whether guided writing combined with virtual reality video as a teaching media is effective on improving students’ writing achievement in writing recount text and (2) the teaching learning process in which guided writing combined with virtual reality video as teaching media is implemented in the writing class at the eleventh grade of a private Senior High School in Surakarta. The method used in this research was classroom action research. This research consisted of two cycles, each consists of planning, acting, observing, and reflecting. There are qualitative and quantitative data collected in this research. The qualitative data included interview, observation, transcription, and document analysis whereas the quantitative data included the students’ pre-test and post-test scores. The findings showed that the implementation of guided writing combined with virtual reality video as teaching media effective to improve the students’ writing achievement and the classroom situation. The mean score improved from 60.71 in pre-test, improved to 72.07 in post-test 1 and improved to 79.15 in post-test 2. The implementation of guided writing combined with virtual reality video as teaching media also changed the class situation to be more active and interacting the students to join the teaching learning process.

Improving the Students’ Participation In Speaking by Using Drilling Technique

2021 ◽  
Vol 1 (01) ◽  
pp. 24-34
Author(s):  
Endah Mitsalin ◽  
Apri Catur Pamungkas
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Research Finding ◽  
English Language ◽  
Qualitative Data ◽  
Qualitative And Quantitative ◽  
Drilling Technique ◽  
Post Test ◽  
The Mean ◽  
Academic Year

The aims of this research were to describe how the students’ participation in speaking learning process by using drilling technique and to improve the students’ speaking ability in the speaking learning process through drilling technique. This research was conducted by using Classroom Action Research (CAR). The population of this research is the X grade of MM A SMK Ma’arif 1 Kebumen in the academic year 2019/2020 which is consisted of 36 students. This research was conducted in two cycles which each cycle consists of planning, acting, observing, and reflecting. The research finding showed in qualitative and quantitative data. In qualitative data showed that before treatment, the contributions of the students were low, but after treatment most of them were contributed to the lesson. They also did not want to be voluntary when the teacher asked questions but, after treatment they became active to answer the questions and participated actively with the lesson. In quantitative data showed that the mean points of their participation point was 33, in pre-test was 41,6, from post-test 1 was 60,5 and in the post-test 2 was 78,9. It can be concluded that from the data of observation, pre-test, post-test 1, and post-test 2 the points of students’ participation were improved. Moreover, based on the table of speaking score, in pre-test the mean points of their speaking score was 58,6, from post-test 1 the mean points of their speaking score was 72,9 and in the post-test 2 the mean points of their speaking score was 80,1. It can be concluded that drilling technique could improve the students’ participation in speaking at the X grade of MM A SMK Ma’arif 1 Kebumen. Therefore, it is recommended that: (1) it is better for teachers to apply this method in the teaching speaking; and (2) future researchers can conduct research in another topic discussion and different English language skill.                                                                                           Keyword: Participation, Speaking, Drilling Technique Tujuan dari penelitian ini adalah untuk menggambarkan bagaimana partisipasi berbicara siswa dalam proses pembelajaran dengan menggunakan drilling teknik dan untuk meningkatkan kemampuan berbicara siswa dalam proses pembelajaran melalui drilling teknik. Penelitian ini dilakukan dengan menggunakan Penelitian Tindakan Kelas (PTK). Populasi penelitian ini adalah kelas X MM A SMK Ma'arif 1 Kebumen pada tahun akademik 2019/2020 yang terdiri dari 36 siswa. Penelitian ini dilakukan dalam dua siklus dimana setiap siklus terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Temuan penelitian menunjukkan dalam data kualitatif dan kuantitatif. Dalam data kualitatif menunjukkan bahwa sebelum adanya tindakan kelas, kontribusi siswa rendah, tetapi setelah adanya tindakan kelas sebagian besar dari mereka berkontribusi pada pelajaran. Mereka juga tidak mau dengan sukarela menjawab ketika guru mengajukan pertanyaan tetapi, setelah adanya tindakan kelas mereka menjadi aktif untuk menjawab pertanyaan dan berpartisipasi aktif dengan pelajaran. Dalam data kuantitatif menunjukkan bahwa rata-rata dari poin partisipasi mereka adalah 33, pada pre-test adalah 41,6, dari post-test 1 adalah 60,5 dan pada post-test 2 adalah 78,9. Selain itu, berdasarkan nilai berbicara, pada pre-test poin rata-rata skor berbicara mereka adalah 58,6, dari post-test 1 poin rata-rata skor berbicara mereka adalah 72,9 dan pada post-test 2 poin rata-rata dari skor berbicara mereka adalah 80,1. Dari hasil data diatas, dapat disimpulkan bahwa drilling teknik dapat meningkatkan partisipasi siswa dalam berbicara di kelas X MM A SMK Ma'arif 1 Kebumen. Oleh karena itu, direkomendasikan bahwa: (1) lebih baik bagi guru untuk menerapkan metode ini dalam pengajaran berbicara; dan (2) peneliti lain nantinya dapat melakukan penelitian dengan topik lain dan keterampilan bahasa Inggris yang berbeda. Kata kunci: Partisipasi, Berbicara, Drilling Teknik  

IMPROVING STUDENTS’ ABILITY IN WRITING SHORT FUNCIONAL TEXT CONGRATULATION AND COMPLIMENTING USING PICTURE SEQUENCES

2019 ◽  
Vol 2 (4) ◽  
pp. 545
Author(s):  
Januar Tri Sejati ◽  
Mohamad Ikhsan Aditia
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Qualitative And Quantitative ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Academic Year

This study was aimed to improve student’s ability in writing short funcional text congratulation and complimenting using picture sequences at X MA Nurulhidayah Batujajar in the academic year of 2018/2019 as the subject of the study consists 32 students. This study was conducted for two months.The CAR was done based on Kurt Lewins’ design. The writer did two cycles which each cycle consists with planning, acting, observing, and reflecting. For data were gathered through qualitative and quantitative. The qualitative data were gained by analyzing the interview and observation result, while quantitative data were obtained from the students’ writing score of pretest and posttest.The finding of this study showed that there was improvement on the student’s ability in writing short funcional text congratulation and complimenting using picture sequences. It can be seen from the mean score of pretest was 56.75. Then, the mean score of posttest cycle 1 was 66.37 and the mean score of posttest cycle 2 was 72.62. so the criteria of success was achieved. from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of writing short funcional textcongratulation and complimenting. Related to the result of observation and interview, it can be concluded that the students’ ability in writing short funcional texcongratulation and complimenting using picture sequences improved and the students’ were motivated in the teaching-learning process.

IMPROVING THE STUDENTS’CHIEVEMENT IN WRITING DESCRIPTIVE TEXT BY USING REALIA STRATEGY

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Finny Ameliana Br Surbakti And Amrin Saragih
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
Writing Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Writing Scores

This study attempted to improve students’ writing descriptive textby using Realia Strateg. This study was conducted by using classroom action research. The subject of the research was class VIII SMP NEGERI 1 SALAPIAN which consisted of 30 students. The research was conducted in two cycles and every cycle consisted of three meetings. The instruments for collecting the data were quantitative data (Writing Test) and qualitative data (diary notes, observation sheet and questionnaire sheet). Based on Writing scores, students’ score kept improving in every evaluation. In the test I the mean was 70,36, in the test II the mean was 86.13 . Based on observation sheet and questionnaire, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in writing descriptive text. The result of the research showed that applying possible sentence strategy significantly improved students’ writing achievement.

scholarly journals IMPROVING WRITING SKILLS; AN IMPLEMENTATION OF “THINK PAIR SHARE” FOR ISLAMIC JUNIOR SCHOOLS STUDENTS

2020 ◽  
Vol 8 (3) ◽  
pp. 287
Author(s):  
Suhrowardi Suhrowardi
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Classroom Interaction ◽  
Writing Skills ◽  
Student Writing ◽  
Self Confidence ◽  
Writing Class ◽  
Post Test ◽  
Teaching Learning

The objectives of this study are to capture the implementation of Think Pair Share (TPS) in teaching-learning process, to identify the improvement of the students' writing skills, and to find out the strengths and the weaknesses of Think Pair Share (TPS) in the teaching-learning process of the seventh-grade students of MTS AL Islahuddin Kediri. This research is a classroom action research. The researcher used qualitative and quantitative data. The qualitative data was interview and observation. The quantitative data was tested. The step to analyze the qualitative data used data reducing, data display, and conclusion drawing. The step to analyze the quantitative data used mean formula. The result of the research shows that there are positive improvements in either student" writing skills or the class situation during the teaching-learning process.  It can be seen from the result of the test which is improved,  from the students" writing score and the post-test conducted after the action. The mean scores of students" writing scores are increased. Besides, the situation of the class is more conducive before implementing it. From the class situations improvement, it can be drawn some strengths and the weaknesses of the Think Pair Share (TPS) implementation in writing class. The strengths include that the Think Pair Share (TPS) can build critical thinking, motivation, classroom interaction, easy to discuss, -self-confidence, and active learners. The weaknesses are required special attention in classroom use, and it needs a mediator.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

scholarly journals THE USE OF TRUE AND FALSE ESSAY GAMES TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT AND CLASSROOM INTERACTION

2019 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Anhar Anhar
Keyword(s):  
Action Observation ◽  
Classroom Interaction ◽  
Collaborative Action Research ◽  
Writing Achievement ◽  
Writing Test ◽  
Collaborative Action ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Writing Scores

This study was aimed at investigating the students’ writing performance and classroom interaction through the use of true and false essay game strategy. This study was collaborative action research consisted of two cycles. The steps were planning, action, observation, and reflection. This research involved the 19 students of class 11th grade students of SMKN 3 Pujut. The data were qualitative in nature and supported by those of quantitative. The data were obtained from the observation sheet, questionnaire, and writing test. Meanwhile, the quantitative data were obtained by conducting writing post-test at the end of the actions. The research finding showed that use “True and False Essay Games” was proved to be significant to improve the students’ writing skills and classroom interaction. The strategy of True and False Essay Games makes an enthusiasm, empowering and challenging series of activities that vary the classroom interaction and activities during the teaching-learning process. Moreover, this strategy helped the students to build a positive relationship among them. Quantitatively, the mean of the students‟ writing scores in the pre-test is 50. Meanwhile, the students’ score of the post-test was 55. The improvement was 5 in the first cycle.  In cycle 2, the students’ score of the post-test was 80.32. In the presentations between cycle 1 and cycle 2 was 30.4 It can be concluded that the True and False Essay Games was able to enhance students’ writing skill and classroom interaction viewed from organization, content, grammar, vocabulary, and mechanics.

Improving Grade XI Students’ Writing Achievement in Analytical Exposition through Collaborative Writing Strategy

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Sri Lestari Sidauruk ◽  
Tina Mariany Arifin
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Collaborative Writing ◽  
Writing Achievement ◽  
Writing Strategy ◽  
The Mean ◽  
Classroom Action Research ◽  
Written Test ◽  
Teaching Learning

This study was focused on the improvement of Grade XI students’ writing achievement in analytical exposition through the application of collaborative writing strategy. The objective of this study was to find out whether collaborative writing strategy could improve Grade XI students’ writing achievement in analytical exposition text. The study was conducted by using Classroom Action Research (CAR). The subjects of this study were students of Grade XI Class 2 of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 4 Pematangsiantar consisting of 32 students. The study was implemented in two cycles and each cycle consisted of three meetings. The instruments of data collection consisted of quantitative and qualitative data. The quantitative data were taken from students’ written test and the qualitative data were taken from the interview, diary notes, observation sheet, and questionnaire. Based on the analytical exposition writing result, students’ score was 57.9. In the test of Cycle I, the mean score was 67, and in the test of Cycle II was 78.3. Based on the observation sheet, it was found that the teaching-learning process well done. The students were active and curious in writing. In line with the data, it was found that collaborative writing strategy can improve Grade XI students’ writing achievement in analytical exposition text. Keywords: Classroom Action Research, Analytical Exposition, Collaborative Writing Strategy.

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