scholarly journals THE EFFECTIVENESS OF TWO STAY TWO STRAY MODEL TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Suahemi Suhaemi
Keyword(s):  
Analysis Of Variance ◽  
Direct Instruction ◽  
Random Sampling ◽  
Teaching Writing ◽  
Teaching Models ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
Writing Tests ◽  
Cluster Random Sampling ◽  
Instruction Model

Tujuan utama dari penelitian ini adalah untuk mengetahui apakah (1) model Two stay two stray lebih efektif daripada model pembelajaran Direct untuk mengajarkan keterampilan menulis; (2) siswa yang memiliki kreativitas tinggi memiliki keterampilan menulis yang lebih baik daripada siswa yang memiliki kreativitas rendah; dan (3) terdapat interaksi antara model pembelajaran dengan kreativitas siswa dalam pembelajaran keterampilan menulis pada siswa STIKes Hamzar. Penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimental. Model pembelajaran yang digunakan adalah Two Stay Two Stray Model dan Direct Instruction Model. Kreativitas sebagai variabel atribut dibagi menjadi kreativitas tinggi dan kreativitas rendah. Populasi penelitian ini adalah mahasiswa STIKes Hamzar tahun ajaran 2018/2019. Sampel penelitian ini adalah Kelas Keperawatan sebagai kelas eksperimen dan Kebidanan sebagai kelas kontrol yang terdiri dari 18 siswa di setiap kelas. Sampel diambil dengan menggunakan cluster random sampling. Data dikumpulkan dari tes kreativitas dan menulis. Analisis data menggunakan: (1) statistik deskriptif dan statistik inferensial yang digunakan untuk mengetahui normalitas dan homogenitas data; dan (2) uji Multifactor Analysis of Variance (ANOVA) 2x2 dan uji Tukey digunakan untuk menguji hipotesis penelitian. Hasil analisis data menunjukkan bahwa: (1) Two Stay Two Stray Model lebih efektif dibandingkan Direct Instruction Model dalam pembelajaran keterampilan menulis; (2) Siswa yang memiliki kreativitas tinggi memiliki keterampilan menulis yang lebih baik daripada siswa yang memiliki kreativitas rendah; dan (3) Terdapat interaksi antara model pembelajaran dengan kreativitas siswa dalam pembelajaran keterampilan menulis pada siswa STIKes Hamzar. Berdasarkan hasil penelitian dapat disimpulkan bahwa Two Stay Two Stray Model merupakan model yang efektif dalam pembelajaran keterampilan menulis, dan keefektifannya dipengaruhi oleh tingkat kreativitas siswa. Model Two Stay Two Stray merupakan model pembelajaran yang efektif. Disarankan agar guru menerapkannya dalam pengajaran menulis.Kata Kunci: Two Stay Two Stray Model, Direct Instruction Model, Menulis, KreativitasAbstract: The main objectives of the research are to reveal whether (1) Two stay two stray model is more effective than Direct instruction model to teach writing skill; (2) students having high creativity have better writing skill than those having low creativity; and (3) there is any interaction between teaching models and students’ creativity in teaching writing skill for the students of STIKes Hamzar. The reseach applied in this research was an experimental research. The teaching models were Two Stay Two Stray Model and Direct Instruction Model. Creativity as the attribute variable was divided into high creativity and low creativity. The population of the research was the students of STIKes Hamzar in the academic year of 2018/2019. The samples of this research were the Nursing as experimental class and Midwiferyas control class that consisted of 18 students in each class. The samples were taken by using cluster random sampling. The data were collected from creativity and writing tests. These data were analysed using: (1) descriptive statistics and inferential statistics which were used to find out the normality and homogeneity of the data; and (2) Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used to test the research hypothesis. The result of data analysis shows that: (1) Two Stay Two Stray Model is more effective than Direct Instruction Model in teaching writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) There is an interaction between teaching models and students’ creativity in teaching writing skill for the students of STIKes Hamzar. Based on the research findings, it can be concluded that Two Stay Two Stray Model is an effective model in teaching writing skill, and the effectiveness is affected by the degree of students’ creativity. Two Stay Two Stray Model is an effective teaching model, it is suggested that teachers apply it in their teaching writing.Keywords: Two Stay Two Stray Model, Direct Instruction Model, Writing, Creativity

scholarly journals The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest

2018 ◽  
Vol 2 (3) ◽  
pp. 248-258
Author(s):  
Rahayu Meliasari ◽  
Ngadiso Ngadiso ◽  
Sri Marmanto
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Random Sampling ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Strategy ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.

scholarly journals THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION

2018 ◽  
Vol 7 (1) ◽  
pp. 61-74
Author(s):  
Dian Pertiwi
Keyword(s):  
Direct Instruction ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Islamic School ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
High Motivation ◽  
And Control ◽  
Cluster Random Sampling

This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.

scholarly journals PLEASE Strategy for Teaching Writing Viewed from Students' Self-Esteem

2021 ◽  
Vol 2 (2) ◽  
pp. 309-319
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Secondary School ◽  
Random Sampling ◽  
Self Esteem ◽  
Teaching Writing ◽  
Effective Strategy ◽  
Writing Test ◽  
Tukey Test ◽  
Innovative Materials ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

This research aims to investigate whether: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. This research was done at a state secondary school located in Sragen, Jawa Tengah, Indonesia. Cluster random sampling was employed to get the sample consisting of two classes. PLEASE strategy was used in the experimental class meanwhile RAFT strategy was employed in the control class. The students in each class were categorized into students having high self-esteem and low self-esteem. Writing test and self-esteem questionnaire were utilized to gather data. Multifactor Analysis of Variance ANOVA 2 x 2 test and Tukey test were employed to analyze the data after normality and homogeneity tests were undergone. The results indicate that: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. It suggests that PLEASE strategy is an effective strategy for writing compared to RAFT strategy. Further researches comparing PLEASE strategy to other strategies, techniques, or methods and collaborating it with media and innovative materials for writing are encouraged.

scholarly journals Pengaruh Model Know Want Learned (KWL) Terhadap Keterampilan Membaca dan Menulis Bahasa Inggris Pada Siswa Kelas VIII SMP Negeri 3 Abang

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
KADEK WIRAWAN . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Direct Instruction ◽  
Random Sampling ◽  
Writing Skills ◽  
Reading Skill ◽  
Control Group ◽  
Reading And Writing ◽  
Significant Difference ◽  
Writing Skill ◽  
The Difference ◽  
Instruction Model

Penelitian ini bertujuan untuk mendeskripsikan perbedaan keterampilan membaca dan keterampilan menulis secara bersama-sama diantara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, perbedaan keterampilan membaca antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, dan perbedaan keterampilan menulis antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung. Populasi pada panelitian ini adalah siswa kelas VIII SMP Negeri 3 Abang tahun pelajaran 2016/2017 yang terdiri dari lima kelas. Pemilihan sampel dilakukan dengan teknik Random Sampling dimana dua kelas digunakan sebagai sampel, satu kelas digunakan sebagai kelompok experimen dan satu kelas sebagai kelompok kontrol. Penelitian ini merupakan penelitian quasi experiment dengan rancangan Non Equivalent Pretest-Posttest Control Group Design. Pengumpulan data dilakukan menggunakan tes keterampilan membaca dan tes keterampilan menulis. Data yang diperoleh dianalisis dengan MANCOVA dengan keterampilan membaca awal dan keterampilan menulis awal sebagai kovariat. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: pertama ada perbedaan yang signifikan pada keterampilan membaca dan keterampilan menulis secara bersama-sama antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, kedua ada perbedaan yang signifikan pada keterampilan membaca antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung, dan ketiga ada perbedaan yang signifikan pada keterampilan menulis antara siswa yang mengikuti model Know Want Learned (KWL) dengan siswa yang mengikuti model pembelajaran langsung.Kata Kunci : Model Know Want Learned (KWL), Keterampilan Membaca, Keterampilan Menulis This study aimed at describing the difference in reading and writing skills simultaneously of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, the difference in reading skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, and the difference in writing skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model. This is a quasi-experimental research with non-equivalent pretest-posttest control group designed. The population of the study was eighth grade students of SMP Negeri 3 Abang in the academic year of 2016/2017 consisting of five classes. The selection of the sample for this study was based on random sampling technique, two classes were selected as the sample, one class as the experimental group and the other was the control group. The data were collected by administering reading and writing test. The data were analyzed by using MANCOVA in which pre-students’ reading and writing skills used as covariat. The hypothesis was tested at 5% level of significance. The results indicated that (1) there was a significant difference in reading and writing skills simultaneously of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model, (2) there was a significant difference in reading skill of the students who learned by Know Want Learned (KWL) model and those learned who by Direct Instruction model, and (3) there was a significant difference in writing skill of the students who learned by Know Want Learned (KWL) model and those who learned by Direct Instruction model.keyword : Know Want Learned (KWL) Model, Reading Skill, Writing Skill

scholarly journals Film as A Media Used by Teachers to Teach Writing for Tertiary Level Students

2018 ◽  
Vol 1 (2) ◽  
pp. 180-192
Author(s):  
Ardayati Ardayati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Writing Test ◽  
Writing Skill ◽  
Cluster Random Sampling

The aim of this research was to find out whether or not it was significantly effective to use film as a media in teaching writing for tertiary level students. This study used preexperimental method which was focused on writing skill at the eleventh grade students of Senior High School Tugumulyo. The writer formulated two hypotheses; they were null hypothesis (Ho) and the alternative hypothesis (Ha). There were 352 students from nine classes as the population of this study. The sample was taken through cluster random sampling. The result was XI IA.2 class which consisted of 37 students. In this case, the writer collected the data by using writing test. Based on the findings, the result showed that tobtained was 6.38 where ttable was 1.697. It showed that tobtained was higher than ttable (tobtained more than ttable). Finally, the writer concludes that it was significantly effective to use film as  media in teaching writing at the eleventh grade students of Senior High School Tugumulyo. Keywords: teaching writing, film, media.

scholarly journals THEMATIC PROGRESSION PATTERN : A TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL VIEWED FROM WRITING APPREHENSION

2017 ◽  
Vol 2 (2) ◽  
pp. 237
Author(s):  
Fitri Nurdianingsih ◽  
Yuniarta Ita Purnama
Keyword(s):  
Direct Instruction ◽  
English Education ◽  
Teaching Writing ◽  
Writing Apprehension ◽  
Education Department ◽  
Effective Technique ◽  
Thematic Progression ◽  
Writing Skill ◽  
Teaching Technique ◽  
Cluster Random Sampling

The objective of conducting this research was to find out : (1) whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at English Education Department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writng apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. This reasearch was an experimental research design. The population of this research was the second semester students at English Education Department of IKIP PGRI Bojonegoro. Meanwhile the sample of this research was selected by using cluster random sampling. The instruments of data collection were witing test and writing apprehension questionnaire. The findings of this study are: (1) thematic progression pattern is more effective than direct instruction in teaching writing; (2) the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. It can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of English Education Department in IKIP PGRI Bojonegoro. The effectiveness of the technique is affected by writing apprehension.

scholarly journals THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Andianto -
Keyword(s):  
Random Sampling ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Teaching Techniques ◽  
Writing Ability ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Research Findings ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

The objectives of the research are to examine whether: (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity for the tenth grade students of SMA Muhammadiyah 1 Metro; and (3) there is an interaction between teaching techniques and students’ creativity to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro. The method applied in this research was an experimental study. It was conducted at the tenth grade students of SMA Muhammadiyah 1 Metro. It consists of six classes. The Samples were two classes of six classes chosen by using cluster random sampling. Each class was divided into two groups (the students having high and low students’ creativity). The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tuckey test. Based on the data analysis, there are some research findings that can be drawn. They are (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity; (3) there is an interaction between teaching techniques and students’ creativity to teach writing in which Peer Feedback Technique is more appropriate to teach writing for students having high creativity and Teacher Feedback Technique is more appropriate to teach writing for students having low creativity. In short, the effect of teaching technique depends on students’ creativity.

scholarly journals EFEKTIFITAS PEMBELAJARAN KOOPERATIF TIPE NHT DENGAN PENDEKATAN KONTEKSTUAL PADA PEMBELAJARAN BANGUN RUANG SISI DATAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Lingga Nico Pradana
Keyword(s):  
Data Collection ◽  
Direct Instruction ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Class Viii ◽  
Cluster Random Sampling ◽  
Collection Methods

<p>The purpose of this research was to determine the effect of learning models to student achievement. Learning models compared between NHT-CTL, NHT and direct instruction. Method of research used quasi experimental with the factorial design of 3x1. Population of this research was all students class VIII in SMP Negeri at Madiun City. The sampling technique using a stratified cluster random sampling. Samples in this research were 266 students with 91 students as experimental class I, 88 students as experimental class II and 87 students as control class. Data collection methods used documentation and test.Hypothesis testing was performed using one-way analysis of variance with unequal cells. Based on the results of hypothesis testwere concluded that NHT-CTL learning model gave better achievement than NHT learning model and direct instruction, while NHT learning model and direct instruction gave the same achievement. </p>

scholarly journals SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI): ITS EFFECTIVENESS TO TEACH WRITING FROM THE PERSPECTIVE OF STUDENTS’ CRITICAL THINKING

2017 ◽  
Vol 4 (2) ◽  
pp. 120
Author(s):  
Linda Septiyana
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Positive Contribution ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
And Control

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students’ critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students’ critical thinking to produce a good text.

scholarly journals KEEFEKTIFAN MODEL PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED LEARNING) TERHADAP KOMUNIKASI MATEMATIS DAN PRESTASI BELAJAR MATEMATIKA

2018 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Siti Mulyawati ◽  
Suwandono Suwandono ◽  
Muhammad saefur Rohman
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Random Sampling ◽  
Project Based Learning ◽  
Multivariate Analysis Of Variance ◽  
Cluster Random Sampling

Peserta didik kelas VIII SMP Negeri 1 Talang masih banyak mengalami kesulitan dalam memahami matematika karena dianggap pelajaran yang menakutkan. Berkaitan hal ini perlu adanya variasi model pembelajaran yang menyanangkan. Upaya yang dapat digunakan adalah penerapan model pembelajaran berbasis proyek (project based learning) untuk meningkatkan komunikasi matematis dan prestasi belajar matematika.Penelitian ini bertujuan : (1) membuktikan apakah ada perbedaan komunikasi matematis dan prestasi belajar matematikapeserta didik setelah diajar menggunakan model pembelajaran berbasis proyek (project based learning) dengan model pembelajaran ekspositori. (2) membuktikan keefektifan model pembelajaranberbasis proyek (project based learning) dibanding dengan model pembelajaran ekspositoriterhadap komunikasi matematis dan prestasi belajar matematika. Populasi dari penelitian ini adalah peserta didik kelas VIII SMP Negeri 1 Talang kabupaten Tegal. Jumlah populasi sebanyak 285 peserta didik. Sampel penelitian terdiri dari 161 peserta didik. Teknik pengambilan sampel dengan cara cluster random sampling. Teknik pengumpulan data menggunakan teknik dokumentasi dan teknik tes. Instrument penelitian  yang digunakan adalah tes uraian untuk instrument tes komunikasi matematis dan tes pilihan ganda untuk instrumen tes prestasi belajar matematika. Teknik analisis data penelitian ini menggunakan uji multivariate analysis of variance (MANOVA) dan uji  dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa : (1) terdapat perbedaan komunikasi matematis dan prestasi belajar matematikapeserta didik setelah diajar menggunakan model pembelajaran berbasis proyek (project based learning) dengan model pembelajaran ekspositori. (2) Penerapan model pembelajaranberbasis proyek (project based learning) lebih efektif dibanding dengan model pembelajaran ekspositoriterhadap komunikasi matematis dan prestasi belajar matematika.

Sign in / Sign up

Export Citation Format

Share Document