scholarly journals Make a Match as Teaching Technique to Improve Students’ Writing

2018 ◽  
Vol 1 (1) ◽  
pp. 09-19
Author(s):  
Anggia Nirma Saresti ◽  
Rosi Anjarwati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Teaching Writing ◽  
English Teacher ◽  
School Students ◽  
Class Participation ◽  
Teaching Technique ◽  
Teaching Learning

Teaching writing to junior high school students is absolutely a challenging job for English teacher in Indonesia, it also happened in a junior high school in Jombang. The researchers found that both teacher and students got problem in writing process because of the students’ low ability in writing and monotonous writing teaching technique used by the teacher. This research used a Classroom Action Research design to solve the problem by using Make a match teaching technique. Make a match is considered to be one of cooperative learning method which has some benefits in teaching learning process. The result of data analysis indicates that Make a match bring benefits to improve students’ writing and class participation.

scholarly journals DEVELOPING THE WRITING PARAGRAPH THROUGH QUICKWRITING FOR JUNIOR HIGH SCHOOL AT SMP SWASTA PAHLAWAN NASIONAL

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Natasya Lia Aldilla Sitorus Pane ◽  
Sumarsih Sumarsih ◽  
Tiarnita Maria Sarjani Br. Siregar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High School Students ◽  
English Teacher ◽  
School Students ◽  
Teaching Learning

This study deals with developing the writing paragraph through quickwriting for junior high school at smp swasta pahlawan nasional. The objectives of this study were to find out to improve the students’ ability in writing paragraph of grade VIII students by using quickwriting strategy. Data data of the research was taken from the secondary grade of Junior High School Students at SMP Swasta Pahlawan Nasional Medan, which is taken from one class, contain 33 student. The data in this research collected by using interview and questionnaire. The interview and questionnaire will be given to collect the students’ need, problem and interesting in learning English, particularly in writing and using quick writing in teaching and learning.  In the teaching-learning process the teacher should prepare before conducting the lesson. The first is classroom procedures in teaching-learning process. Classroom procedures used by English teacher are opening, quickwriting, main activities (exploration-elaboration-confirmation), closing. There are some problems faced in the teaching-learning process. The problems faced are problem in developing idea, organizing idea, difficulties in vocabulary, tenses, and grammar, different capability of the students, and limited time. The consequently, the teacher should give solutions to cope the problems faced in teaching-learning process. So, the teacher should be creative to minimize the problem faced in teaching-learning process in order to make the students enjoy with the materials and develop student’s ability. Keywords : writing paragraph, quickwriting

scholarly journals Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading

2019 ◽  
Vol 8 (2) ◽  
pp. 26-37
Author(s):  
Niko Albert Setiawan ◽  
Ouda Teda Ena
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Junior High ◽  
Verbal Persuasion ◽  
School Students ◽  
Psychological States ◽  
Teaching Learning ◽  
The Impact

Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

scholarly journals Pengembangan perangkat menulis teks eksposisi berdasarkan pendekatan pembelajaran berbasis masalah bagi siswa sekolah menengah pertama

LingTera ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 179-188
Author(s):  
Cipto Cipto
Keyword(s):  
High School ◽  
High School Students ◽  
Product Design ◽  
Field Test ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Junior High School Students ◽  
School Students ◽  
Teaching Learning

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran menulis teks eksposisi berdasarkan pendekatan PBM bagi siswa SMP yang layak, praktis, dan efektif. Penelitian pengembangan ini mengacu pada langkah yang dikembangkan oleh Borg and Gall. Desain pengembangan dikelompokkan dalam lima tahap prosedur pengembangan yang meliputi: studi pendahuluan, desain produk, validasi produk, uji coba terbatas dan luas, dan produk akhir. Subjek uji coba terbatas terdiri atas 10 siswa kelas VII SMPN 1 Jawai, sedangkan subjek uji coba luas terdiri atas 20 siswa kelas VII SMPN 2 Jawai Selatan Kabupaten Sambas. Instrumen pengumpulan data yang digunakan adalah lembar validasi untuk ahli materi dan ahli pembelajaran, lembar keterlaksanaan pembelajaran, lembar respon siswa, angket penilaian guru, dan instrumen evaluasi pembelajaran. Penelitian ini menghasilkan perangkat pembelajaran menulis teks eksposisi meliputi: silabus, RPP, buku ajar siswa (BAS), dan instrumen evaluasi pembelajaran (IEP) masuk dalam kategori “baik”; perangkat yang dikembangkan untuk aspek keterlaksanaan pembelajaran, aspek penilaian guru, dan lembar respon siswa dinyatakan praktis dengan seluruh lembar penilaian masuk dalam kategori “baik”; dan dinilai efektif dalam meningkatkan hasil belajar aspek sikap, aspek pengetahuan, dan aspek keterampilan. Hasil penelitian menunjukkan perangkat pembelajaran berdasarkan pendekatan PBM layak, praktis, dan praktis digunakan sebagai salah satu sumber belajar untuk meningkatkan keterampilan siswa dalam menulis teks eksposisi. Developing of writing exposition-text teaching kits based on Problem based learning approach for junior high school students AbstractThis study aims to develop of a writing exposition-text teaching kit based on the Problem-Based Learning (PBL) Approach for junior high school students which is appropriate and valid, the feasibility, and the effectiveness. This study used the research and development model developed by Borg and Gall. It consisted of five steps consisting of: preliminary study, product design, validation, limited-test of the product design and field-test of the primary developed-product, and final products. Ten grade VII students of SMPN 1 Jawai involved in limited test, and 20 students of SMPN 2 Jawai Selatan Sambas Regency involved in the field-test of the products. The instruments used to gather the data included a set of validation sheets for the expert (pedagogical and content aspects), observation sheet of teaching-learning process, questionnaire for students’ response, evaluation sheet for the teacher, and a test. The results of the study are the writing exposition-text teaching kit consists of syllabi, lesson plan, students’ book and the assessment in a ‘good’ category; the developed teaching kit is in a ‘good’ category based on the students achievement in teaching learning processes, evaluation from the teacher, and students’ response to the questionnaire; and teaching kit effective in improving students’ achievement in cognitif aspect, students’ skill in writing exposition-text. Hence, the teaching kit based on PBL approach is valid, effective and feasible as learning sources to improve students’ skill in writing exposition-text.

scholarly journals DEVELOPING PRACTICAL GUIDELINES OF TEACHING WRITING USING COOPERATIVE INTEGRATED READING AND COMPOSITION

2020 ◽  
Vol 1 (01) ◽  
pp. 21-38
Author(s):  
Ashri Shollina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Development Stage ◽  
Teaching Writing ◽  
School Students ◽  
Central Java ◽  
Practical Guidelines

Cooperative integrated reading and composition (CIRC) technique gives the opportunities for the students to increase language skills, especially applicability of reading activities and composition writing techniques. The absence of a guideline of teaching writing using certain technique results a less effective process of teaching writing. Thus, this research and development study was aimed to investigate the quality of the existing guidelines of writing in junior high school and the development of the practical guidelines of teaching writing in SMPN of Karanganyar Central Java using Cooperative Integrated Reading and Composition. This research was conducted through two stages; exploration stage and product development stage. The finding of the exploration stage was obtained through several techniques like interview, observation, document analysis and questionnaire distribution which revealed that there was no certain writing guideline used to teach. The teachers used textbook, syllabus and lesson plan as the guidance of teaching writing. Thus, the writing guideline should be developed by considering the need of the teacher and the students. The guideline prototype was developed by considering some aspects. It contained theoretical theories of writing, CIRC and teaching writing to Junior High School and the implementation of teaching writing of descriptive, recount, and narrative texts. Then, it had been validated by the expert and tried out thrice in one class of eighth graders of SMPN in Karanganyar Central Java. Through focus group discussion, the guideline prototype was changed and revised to be the final draft of writing guideline. Therefore, through the stages, it could be concluded that the practical guideline was feasible to be used by the teachers to teach writing to junior high school students.

scholarly journals Direct Written Corrective Feedback on Junior High School Students’ Recount Text Composition

2020 ◽  
Vol 8 (2) ◽  
pp. 498-513
Author(s):  
Muhammad Irfan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Corrective Feedback ◽  
English Teacher ◽  
School Students ◽  
Written Corrective Feedback ◽  
Class Viii ◽  
Different Levels

This present study is aimed to investigate the extent to which direct written corrective feedback (CF) assists students in minimizing students’ errors on recount text composition. This qualitative study was carried out in class VIII C at a junior high school in Malang. The Subjects of this study were the English teacher from class VIII C at the school and six students from three different levels of proficiency in this class. This present study found that: (1) Students made six types of errors on their recount text compositions after receiving direct written CF, 2) Direct written CF assists low proficiency students to a little extent in minimizing their errors on recount text compositions, (3) Direct written CF assists average proficiency students to a little extent in minimizing their errors on recount text compositions, (4) Direct written CF assists high proficiency students to a medium extent in minimizing their errors on recount text compositions.

scholarly journals The Effectiveness of Teaching Writing Descriptive Text by Using Social Media “Instagram” to Improve Students’ Writing Ability at Junior High School Students

2019 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
Encik Gayiani Warda ◽  
Armeria Wijaya
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Teaching Writing ◽  
Control Group ◽  
School Students ◽  
Writing Ability

Teaching writing is one skill that is taught by English teacher in school. It became important skill that student have to master writing skill. The researcher chooses Descriptive Text, because it is one of type text to describe something such as place, animal, people and things. The researcher use social media of “Instagram” to teach student in writing descriptive text to improve students writing ability. The researcher use experimental research in quantitative method which two classes as experimental and control group. The sample of the data is taken from Barunawati Junior High School students.  The researcher use snowball sampling. The result has been calculated by using SPSS 20.0. The result showed that teaching writing descriptive text using social media“Instagram” to improve students writing ability is effective.

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