scholarly journals The Use of Visual Aids as Multimodal Teaching Media to Enhance Students’ Skill of Writing

2021 ◽  
Vol 4 (5) ◽  
pp. 263-269
Author(s):  
Rizka Putri Kusuma ◽  
Joko Nurkamto ◽  
Ngadiso
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Visual Media ◽  
Teaching Writing ◽  
Visual Aids ◽  
Data Coding ◽  
Digital Era ◽  
Class Climate ◽  
Post Test ◽  
Research Findings

Multimodal teaching media is necessary to be used in this digital era since text can appear in various forms and do not have to always be in writing consisting of rows of letters or characters. Teachers are expected to use such modes that can help them build an active, effective, and interactive learning process. This research was conducted because of the problems faced by students in writing descriptive text and the class situation during the learning process. The use of visual aids as the multimodal teaching media used by the teacher is expected can solve those problems. Therefore, this research aims at (1) improving the students’ skill of writing descriptive text using visual aids; and (2) describing the class climate when visual aids are implemented in teaching writing descriptive text. The method used in this research is classroom action research. In this research, the researcher uses qualitative and quantitative data collection techniques. This research used students’ writing scores (pre-test and post-test) as quantitative data. The qualitative data were analyzed using assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes. The quantitative data were analyzed by the result of the test (the comparison of mean score of pre-test and post-test). The research findings show that: the use of visual aids improves the students’ writing skill and the use of visual aids has a good impact on the class climate. Visual media changes the class condition to become more exciting and conducive; the students also become more active and interactive during the learning process.

scholarly journals Enhancing Students’ Writing Skill by Using Mind Mapping

2017 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Siti Karminah ◽  
Joko Nurkamto ◽  
Joko Nurkamto ◽  
Martono Martono ◽  
Martono Martono
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Mapping Technique ◽  
Alternative Technique ◽  
Mind Mapping ◽  
Class Climate ◽  
Writing Skill ◽  
Post Test ◽  
Research Findings ◽  
Teaching Learning

<p>The objectives of this thesis are to identify whether or not mind mapping technique can improve students’ writing skill and to identify the class climate when mind mapping is used in teaching learning process. The action research was conducted from August to September 2012 and was carried out in two cycles to 34 students of a Junior High School in Jaten, Karanganyar. The research findings show that mind mapping technique could improve the students’ writing skill. It can be seen from the score of pre-test, first post-test  and second post-test, that is 52.32, 67.97, and 76.50. Class climate also improved when mind mapping was used in teaching learning process. Therefore, mind mapping can be used as alternative technique to improve the students’ writing skill.</p>

scholarly journals Improving Students Writing by Using Inside Outside Circle at IKIP PGRI Pontianak

2018 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Sulaiman Sulaiman
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Research Study ◽  
Descriptive Analysis ◽  
Private University ◽  
Writing Classroom ◽  
Data Coding ◽  
Post Test ◽  
Research Findings

This research aims to describe (1) whether and to what extent the implementation of Inside Outside Circle technique improves students’ writing; (2) the difficulties which occur in implementing of Inside Outside Circle technique in improving students’ writing. This action research study is carried out on the third semester at private university in Pontianak.The research is carried out in 2 cycles. Every cycle consists of four steps: planning, implementing, observing, and reflecting. The qualitative data are collected by using techniques of observation and documentation, while quantitative data are collected by using test (pre-test and post-test). The qualitative data are analyzed through descriptive analysis which consists of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. The quantitative data are analyzed through descriptive statistics. The research findings show that Inside Outside Circle technique can improve students’ writing and its difficulties found in the implementation.Key words: inside outside circle, writing, classroom action research

scholarly journals Improving Students’ Skill in Writing Recount Text Using Pictures

2018 ◽  
Vol 6 (3) ◽  
pp. 296
Author(s):  
Retno Nurlita ◽  
Martono Martono ◽  
Ngadiso Ngadiso
Keyword(s):  
Action Research ◽  
Junior High School ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Data Coding ◽  
Advantages And Disadvantages ◽  
Writing Class ◽  
Post Test ◽  
High Motivation

<p>This article discusses the result of an action research which is aimed at improving students’ skill in writing recount text using pictures. The objectives of the research are (1) to find out whether the use of picture can improve students’ skill in writing recount texts; (2) to describe the students’ itensity while picture is applied in writing class; and (3) to investigate the advantages and disadvantages of the use of pictures to improve students’ skill in writing recount text. This research was carried out at one state junior high school in Sokaraja. The method used in this research was classroom action research. To collect the qualiatative data, the researcher used questionaire, observation, interview,and photograph. In collecting the quantitative data, the researcher used pre-test and post-test. The research was conducted in two cycles, in which the first cycle consists of three cycles and the second cycles consists of three cycles. Both the qualitative and quantitaive data were analyzed to answer the problem statement above. Qualitative data were analyzed by using 5 steps suggested by Burns (1999:157-</p><p>160) as follows: assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. Meanwhile, the quantitative data were analyzed using descriptive statistics. In counting the students’ test score, the researcher used the writing scoring rubric for evaluating recount writing. The result of the research shows that: (1) the use of pictures can improve students’ skill in writing recount texts, (2) the improvements of the students’ intensity while picture is applied are the students had high motivation to join the teaching and learning process and they had good spirit to learn English while the picture is applied in writing class, and (3) advantages and disadvantages of pictures to improve students’ skill in writing recount text, for example: pictures gives more interest and motivation to the students in teaching and learning process and gives them stimulus about certain topic to brainstorm the students so that they can write with detail information as what is presented in the picture.</p>

scholarly journals Improving The Students’ Reading Comprehension in Narrative Text by Using SQ3R

2017 ◽  
Vol 6 (1) ◽  
pp. 85
Author(s):  
Ahmad Heriyanto ◽  
Siswantoro Siswantoro ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Main Idea ◽  
Classroom Situation ◽  
Data Coding ◽  
Implicit Information ◽  
Post Test ◽  
Research Findings ◽  
The Mean

The objectives of this classroom action research are to identify: (1)<strong> </strong>whether SQ3R method can improve the students‟ reading comprehension; (2) the classroom situation of using SQ3R method in teaching and learning process. The research data were collected by using techniques of interview, observation, questionnaire and tests. The qualitative data were analyzed by assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The quantitative data were analyzed by comparing the mean score of pre-test and post-test. The research findings show that SQ3R method can improve the students‟ reading comprehension and the classroom situation. It can improve the students‟ reading comprehension in five aspects including finding main idea, explicit and implicit information, reference of pronoun, and identifying the meaning of word. The classroom situation shows that the students are more active in teaching and learning process. They pay more attention to the teachers‟ explanation; look conducive and enthusiastic in reading class.

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 Implementation of Google Classroom as Multimedia Learning

2020 ◽  
Vol 5 (1) ◽  
pp. 38
Author(s):  
Anderias Henukh ◽  
Haris Rosdianto ◽  
Sayaka Oikawa
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Research Method ◽  
Test Score ◽  
Multimedia Learning ◽  
Gain Score ◽  
Post Test ◽  
Basic Physics ◽  
Academic Year ◽  
Expert Validation

This research was carried out at Musamus University in academic year 2019/2020 by taking a basic physics class I as a research sample. The purpose of this research is to determine the effectiveness of the implementation of Google classroom as multimedia learning. The research method used in this research is descriptive qualitative supported by quantitative data. The instrument used was a material and multimedia expert validation sheet, questions that had been validated to test the effectiveness of implementing Google classroom as learning multimedia. Based on the description above it can be concluded that the implementation of google classroom as multimedia learning with average results of multimedia expert validation of 82.5% and 87% of material experts have a good impact on the learning process and outcomes of students. This is evidenced by an increase in the value of each student with average of pre-test score is 62 and post-test score is 83. N-gain score is 0.75 (high category).

scholarly journals Improving the Teaching of Arabic Through the Effective Use of YouTube

2020 ◽  
Vol 3 (2) ◽  
pp. 98-111
Author(s):  
Salih Muhammad Jumah-Alaso ◽  
Abdullahi Shehu Onisabi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
College Of Education ◽  
State University ◽  
Visual Aids ◽  
Essay Writing ◽  
State College ◽  
Post Test ◽  
Teaching Learning ◽  
Effective Use

This study examines ways of improving Arabic's teaching and learning process by applying YouTube video clips as audio-visual aids. Eighteen Arabic students in Kaduna State College of Education and Kwara State University constituted the study sample. A descriptive method with Pre-test and Post-test was conducted. Data were collected through the essay writing, translation, and structure test. The data were analyzed through the descriptive statistics of frequency (f) and percentage (%). The study findings revealed that the subjects performed better and demonstrated linguistic communicative competence in Arabic. Finally, the study recommends that YouTube videos should be integrated into the Arabic teaching-learning process.

scholarly journals Engaging Multimedia into Speaking Class Practices: Toward students’ Achievement and Motivation

2017 ◽  
Vol 2 (2) ◽  
pp. 167 ◽  
Author(s):  
Ratnawati Ratnawati ◽  
Didih Faridah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Second Grade ◽  
Mixed Method Research ◽  
Positive Effects ◽  
Qualitative Approaches ◽  
Significant Difference ◽  
Post Test ◽  
Research Findings ◽  
T Distribution

The present study reports several impacts of implementing multimedia toward teaching and learning process in speaking class at second grade students of Galuh University, Ciamis. Further, the study came from insights on students’ boredom during speaking class which affected their achievement and motivation.  Mixed method research design (Creswell, 2013) then employed to answer several proposed hypotheses. For proving the result of its application, observation, questionnaire, pre and post-test were administered to collect the data while both quantitative and qualitative approaches were applied to analyze the collected data from classroom practices. The research findings indicates that  multimedia in speaking class got positive responds from students in term of motivation and accomplishment. The great look portrayed from the class that students were enthusiastic, got involved and interested in multimedia provided by teacher during learning process. Moreover, pre and post-tests that are performace-based tests were greatly used to test the effectiveness of multimedia effects during the class. In this side, the researcher employed experiment of two equivalent groups: control and experimental group. It then reported that t-test related is 2.04  out of 1.70 for  t- distribution which points out that there is significant difference between the results of both tests. It means that the result of this research agreed that multimedia has good effects for teaching speaking in the scope of students’ interests, feedback and their cognitive aspects. In line with above statements, the further studies is also necessary  dealing with other multimedia for obtaining more positive effects toward learning process and those result enables to increase quality of education.        

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.

scholarly journals Improving Students' Writing Descriptive Text Through Digital Storytelling Technique

2018 ◽  
Vol 1 (3) ◽  
pp. 345-351
Author(s):  
Karisma Erikson Tarigan ◽  
Liana Liana
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Digital Storytelling ◽  
Teaching Writing ◽  
Writing Competency ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Essay Test ◽  
Difficult Part

The most difficult part of writing is students could not organize the development of their ideas and the purpose of the text.Digital storytelling is one of the multimedia to improve students' writing competency. The main objective of this research is to prove whether the digital storytelling enhances and improve students writing competency. The study uses classroom action research (CAR). The data in this study are quantitative and qualitative data. The quantitative data will be collected by using the essay test. The qualitative data will be collected by using observation, field notes, and questionnaire.The results of the use of digital storytelling in writing text significantly increased by using digital storytelling. The score of students’ writing descriptive text kept increasing from pre-test until post-test. It was proved by the data which showed that the mean of the students’ score in post-test II (86.4) was higher than the post-test I (72.2), and also higher than the pre-test (54.8). in addition, the response of student in using digital storytelling in the agree category, it can be seen from the frequencies of item 110 (52.88%).Therefore, Digital Storytelling significantly improves students’ score in writing Descriptive Text. Furthermore, it can be concluded that Digital Storytelling is effective to be used in teaching writing skill, especially in Descriptive Text.

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