scholarly journals Improving 9th Grade Students’ Writing Competency Using Card Lottery Games Media

2020 ◽  
Vol 1 (1) ◽  
pp. 17-26
Author(s):  
I Made Suardana
Keyword(s):  
Action Research ◽  
Full Field ◽  
Writing Ability ◽  
9Th Grade ◽  
Writing Competency ◽  
Post Test ◽  
The Mean ◽  
Report Text

The current study was intended to use Card Lottery Games Media to improve writing ability. The design of the study is action research. The sample of the study was IX grade students in one selected school. It was found that after implementing Card Lottery Game Media in two cycles, it could be concluded that Card Lottery Games Media was effective to improve the students’ competency in writing report text There were five aspects that should be full field by the students in writing report text, there are; developing ideas (content), organizing ideas, vocabulary, grammar, and mechanics. The students’ improvement could be seen from the mean score of the pre-test (56,25), post-test 1 (74) and post-test 2 (84,25). During the implementation of Card Lottery Games Media, the students were looked serious, enthusiastic, motivated and interested.

scholarly journals THE UTILIZATION OF JIGSAW TECHNIQUE TO IMPROVE WRITING ABILITY IN TEACHING REPORT TEXT

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Kharisma Gustiningsih
Keyword(s):  
Action Research ◽  
Vocational School ◽  
Test Cycle ◽  
Writing Ability ◽  
Post Test ◽  
Academic Year ◽  
Jigsaw Technique ◽  
Report Text

AbstractThis study was designed to improve the students’ writing ability of report text by using Jigsaw technique. This study was conducted in two cycles by following the procedures of the action research. There are planning, implementing, observing, and reflecting. Each cycle consisted of two meetings. The data of the study were gathered through the following instruments, namely observation checklist, questionnaire and test. The subjects of this study were 32 students at eleventh grade of Administrasi Perkantoran (AP) program in academic year 2016-2017 of Nurulhidayah Pasundan Vocational School. The finding of the study indicated that Jigsaw technique was effective in enhancing the students’ motivation and participation. From the result of questionnaire, it showed that 74% students participated actively in the first cycle and 80% students participated in the second cycle. This implied that the first criteria of success had been fulfilled. Furthermore, the finding of the study indicated that Jigsaw technique was successful in improving students’ writing of report text. The improvement could be seen from the increase of students’ mean writing score from 55.09 in the pre-test cycle, and 74.62 in the first cycle increase become 80.46 in the second cycle. If it calculated into class percentage, there were 4 students (12.5 %) who passed KKM in the pre-test. Meanwhile, in the cycle 1, there were 24 students (75%) who passed KKM and it gained which was in the post-test cycle 2 there were 29 students (90.62%) who passed KKM. So, it indicated that the second criteria of success has been achieved. Keywords: Jigsaw technique, writing ability, teaching report text.

scholarly journals 5W+1H QUESTIONS IN ENHANCING STUDENTS’ WRITING ABILITY

2019 ◽  
Vol 3 (2) ◽  
pp. 233
Author(s):  
ST MARHANA RULLU
Keyword(s):  
Action Research ◽  
Human Life ◽  
Action Observation ◽  
Life Writing ◽  
Language Ability ◽  
Writing Ability ◽  
Post Test ◽  
Written Form ◽  
The Mean ◽  
Planning Action

Writing is language ability that very important for all human life. Writing helps someone to think easily and to express all idea, thought and feeling existing in mind in written form. The purpose of this research is to explore 5W+1H Questions in enhancing students’ writing ability at Eleventh grade in Madrasah Aliyah Negeri 2 Banggai. This research used Classroom Action Research (CAR). It consists of two cycles (cycle 1 and cycle 2). This research was conducted in 4 stages, namely: planning, action, observation and reflection. The result of this research had enhanced the students’ writing ability through 5W+1H Questions, it can be seen by the mean score of students in each cycle. The percentage of completeness in pre-cycle was 61,4% and first cycle of meeting at 72,3% while the post-test was 90,3%. It indicated 5W+1H Questions enhanced the students’ writing ability.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH LISTEN–READ–DISCUSS (LRD) STRATEGY AT MA NURUSSABAH PRAYA TENGAH

2018 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Terasne Terasne ◽  
Nanang Sugianto ◽  
Abdul Wahab ◽  
Maria Ulfa
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Test ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Report Text ◽  
Passing Grade

This research was aimed at describe whether listen-read-discuss (LRD) strategy be able to improve students’ reading comprehension or not. It was a classroom action research. The data collected uses quantitative and qualitative data. Quantitative data was gained from the result of pre-test and post-test from reading test. Meanwhile, qualitative data was gained from the result of observation sheets toward students and teachers activity. The instrument uses were test and observation sheet. The result shows that the strategy be able to improve the students’ reading comprehension in report text. The improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%),  seventeen students passed the minimum passing grade (KKM).

scholarly journals IMPROVING STUDENTS’ DESCRIPTIVE PA RAGRAPH WRITING ABILITY THROUGH RAFT TECHNIQUE AT ENGLISH EDUCATION DEPA RTMENT OF MANADO STATE UNIVERSITY

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Fadhlan Saini
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Education ◽  
Teaching Writing ◽  
Test Cycle ◽  
Writing Ability ◽  
Post Test ◽  
Field Notes ◽  
The Mean

This research was conducted to find out whether RAFT technique can improve students’ writingability and to explain how RAFT technique can improve students’ writing ability. This research usedClassroom Action Research with the combination of Quantitative data (scores of pre-test and posttest) and Qualitative data in the form of observation, field notes, journal and documentations. Thenumber of students involved in this research was 20 students. The implementation of this researchwas conducted in two cycles, every cycle consisted of three meetings with the steps of planning,acting, observing and reflecting. The findings through quantitative data of this research displayed animprovement with the percentage of the mean scores from pre-test and post-test. The mean score ofpre-test was 50.75 and the mean score of post-test in cycle 2 was 81.9. The percentage of the studentswho could pass the standard score was 10 % and 100 % from pre-test to post-test cycle 2. It meansthat there was 31.5 increased from pre-test to post-test and 90 % students could reach the standardscore (minimum criterion) since pre-test to post-test cycle 2. While in qualitative data, the resultsthrough observation checklist, field notes, the researcher’s journal, and documentations showed thatthe use of the RAFT technique could improve students’ ability in writing descriptive paragraph. Thestudents became active, initiative, and responsible to their writing. Additionally, the students wereinterested in the use of RAFT technique due to the RAFT aspects in helping them to write descriptiveparagraph orderly. Based on the findings, it could be concluded that RAFT technique was effectiveto be used in improving university students’ ability in writing descriptive paragraph. Regarding onthe conclusion, this research is recommended to English Lecturers or Teachers in teaching writing toimprove students’ ability.Keywords: Writing, Writing ability, University Student, Descriptive Paragraph, RAFT (Role,Action, Format, Topic), Classroom Action Research

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

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 IN THE REPORT TEXT THROUGH FILM

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Esra N.F. Hutahaean And Tjut Ernidawati
Keyword(s):  
Action Research ◽  
Research Method ◽  
Writing Achievement ◽  
The Third ◽  
Total Percentage ◽  
The Subject ◽  
The Mean ◽  
Report Text

This research concerns on improving students’ writing achievement in the report text through film.  The objective was to find out the improvement of students’ writing achievement in writing the report text through film. This research was conducted by using action research method. The subject of the research was XI IPA grade students of SMA SWASWTA JOSUA Medan. The numbers of students were thirty one students. They were taught writing the report text through film. The instruments used were writing report text test, diary notes, interview sheets, questionnaire sheets and observation sheets. In analyzing data, the mean of students’ score for the first competency test was 43.1, for the second competency test was 64.8 and for the third competency test was 76.3 and the total percentage of improvement from the first competency test to the third competency test was 84.1%. The conclusion is that through watching film can improve the students’ writing achievement in the report text. It is suggested that teachers should apply watching film as one of media to improve students’ writing achievement in the report text.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals Fun Writing Using WebQuest

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Wardani Dwi Wihastyanang
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Ninth Graders ◽  
Average Score ◽  
Writing Ability ◽  
Field Notes ◽  
Preliminary Study ◽  
Report Text ◽  
The Web

<em>This study intended to describe how the process of teaching and learning using WebQuest can develop the ninth graders’ writing ability of report text. The subjects included the 15 ninth graders. The students were taught to be able to write report texts by using WebQuest after they visit the web addresses given in the two cycles of classroom action research. Their writing ability achievement and the information on students’ interaction during the teaching and learning process were attained by overseeing writing products at the end of each cycle and by using observation checklists and field notes. The result indicated that WebQuest was successful in developing the students’ writing ability of report texts. The comparison of the students’ scores in the preliminary study and in Cycle 2 was significantly developed. In preliminary study, the students’ average score was 50.8. While in the cycle two, the students’ score was 76.8.</em>

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