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 STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURAL PARAGRAPH THROUGH DEMONSTRATION METHOD

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Linda Komariah
Keyword(s):  
Action Research ◽  
Secondary Data ◽  
Primary Data ◽  
Writing Achievement ◽  
Writing Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Writing Scores

This study concerns with improving grade VIII students’ achievement in writing procedural Paragraph through demonstration method. This research was conducted by using classroom action research. The subject of the study was grade VIII students of SMP N 2 Babalan which consisted of 35 students. The instruments for collecting data were primary data (writing test) and secondary data (interview sheet, observation sheet and questionnaire sheet). Based on writing scores, students’ score kept improving in every evaluation. In the test I the mean was 64,91, in the test II the mean was 74,57 . Based on interview, observation, and questionnaire sheet, it was found that teaching-learning process ran well. Students were active, creative to give their idea, enthusiastic, and interested in writing. The finding of the research showed that applying demonstration method significantly improved students’ writing achievement. Keyword: writing achievement, demonstration method, classroom action research.

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.

IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT IN AGREEMENT AND DISAGREEMENT EXPRESSIONS BY USING PROBLEM SOLVING STRATEGY AT GRADE VIII SMP SWASTA HKBP SIDORAME MEDAN

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Angelina Sitohang And Sri Minda Murni
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Action Observation ◽  
Test Cycle ◽  
Speaking Test ◽  
Post Test ◽  
The Mean ◽  
Problem Solving Strategy ◽  
Teaching Learning ◽  
Solving Strategy

This study deals with the improving students’ speaking achievement in agreement and disagreement expressions by using problem solving strategy. The objective of this study is to find out whether students’ speaking achievement in expressing agreement and disagreement improved by problem solving strategy. The effectiveness of problem solving strategy are to make the students able to help them in solving their own and friends’ problems, especially classmates’ problem by expressing agree or disagree to the solution made and students be more active in the classroom. The findings of this study are important and useful for English teachers to improve students’ interest and ability in speaking by problem solving strategy and the researcher who wants to conduct the research related to this study. This study was conducted by using classroom action research. The subject of this research was the second grade of SMP Swasta HKBP Sidorame Medan which consisted of 38 students. The research was conducted in two cycles, namely cycle I and cycle II. Each cycle consisted of the four steps of an action research: planning, action, observation and reflection. The instruments for collecting data used speaking test by interview and for the quantitative data and used diary notes, observation sheet and interview sheet for qualitative data. Based on the speaking test result, the students score kept improving in every test. In the orientation test the mean of the students’ score was 22.3. In the post test cycle I the mean of the students’ score was 56.3 and in the post test cycle II the mean of the students’ score was 85. Based on the observation sheet, diary notes and interview sheet, it was found that teaching learning process ran well. The conclusion is that Problem Solving Strategy improves students’ speaking achievement.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURAL PARAGRAPH THROUGH DEMONSTRATION METHOD

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Linda And Lince Sihombing
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Primary Data ◽  
Writing Achievement ◽  
Writing Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning

This study concerns with improving grade VIII students’ achievement in writingprocedural Paragraph through demonstration method. This research wasconducted by using classroom action research. The subject of the study was gradeVIII students of SMP N 2 Babalan which consisted of 35 students. Theinstruments for collecting data were primary data (writing test) and secondarydata (interview sheet, observation sheet and questionnaire sheet). Based onwriting scores, students’ score kept improving in every evaluation. In the test I themean was 64,91, in the test II the mean was 74,57 . Based on interview, observation,and questionnaire sheet, it was found that teaching-learning process ran well.Students were active, creative to give their idea, enthusiastic, and interested inwriting. The finding of the research showed that applying demonstration methodsignificantly improved students’ writing achievement.

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.

scholarly journals Improving Students’ Vocabulary Mastery Through Bingo Games

2021 ◽  
Vol 7 (1) ◽  
pp. 28
Author(s):  
Brigitta Septarini Rahmasari
Keyword(s):  
Teaching And Learning ◽  
Action Observation ◽  
Classroom Interaction ◽  
New Words ◽  
Fourth Grade Students ◽  
Post Test ◽  
Research Findings ◽  
The Subject ◽  
The Mean ◽  
Complementary Actions

This research was aimed to improve the vocabulary mastery of students through Bingo Game. This research was an action research study. The place of the research was at SDK Petra Madiun, East Java, Indonesia. The subject of the research was fourth grade students of SDK Petra Madiun, consisting 30 students. It was done in two cycles. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. The data were collected by using test, observation, and interview. Furthermore, the data were analyzed by using descriptive statistics. It was compared between the scores of pre test (before implementing Bingo game) and post test (after implementing Bingo game). The research findings showed that vocabulary mastery of most students improved after Bingo Game was used in the teaching and learning process. It was indicated by the increase of the mean of students’ vocabulary score in the pre-test and post-test (67.22 to 80.57). The students’ involvement and classroom interaction during the implementation of the game improved. It was showed by students’ enthusiasm during the game. They tried to be the first winner and raised their competitiveness among them. In addition, the implementation of Bingo Game and the complementary actions were successful to help the students memorize and understand new words easily. In conclusion, the students’ vocabulary mastery improved through the implementation of Bingo Game.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

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 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

Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

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