scholarly journals IMPROVING STUDENTS WRITING SKILL IN NARRATIVE TEXT BY USING DISPERSION IMAGINATION

2019 ◽  
Vol 2 (2) ◽  
pp. 163-169
Author(s):  
Herlin Apriliyani ◽  
Fadilla Oktaviana ◽  
Ida Nuraida
Keyword(s):  
Mixed Method ◽  
Writing Skills ◽  
Narrative Text ◽  
Teaching Writing ◽  
Mixed Method Research ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Power Point

The objective of the study were (1) To know the process of teaching writing skill in narrative text at tenth grade of SMK PGRI 3 Kota Serang (2) To find out the result of students writing skill in narrative text by using dispersion imagination at tenth grade of SMK PGRI 3 Kota Serang. This research is used a mixed method research design, classroom action research. The result of the research were (1) the process of teaching narrative text using dispersion imagination in writing skills of two steps; pre-cycle and cycle. The result of research showed that the research in cycle 1, the writer used the move picture, the students to listen and look at the move picture in slide at the Power Point about the material. The students write narrative text from the story by using dispersion imagination. In cycle 2, the use of film is able to improve students writing skill in narrative text and develop idea to write well. While the role of teachers who are not just as facilitators, but also as a motivator and inspirator are also able to provide new supported in the learning process. There is improvement in writing skill of the students after the treatment. It can be seen from their main score of pre-test and post-test. (2) There was improvement in the pre-test main score (41.00), the first post-test mean score (45.00), and the second post-test main score (76.00). The achievement of writing in post-test is 76,00%. In conclusion, there was significant improvement of the students in writing skill in narrative text by using dispersion imagination.

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals The Effect of Using Guessing Game Media Themed Local Tourism on Students’ Achievement in Writing Narrative Text

2021 ◽  
Vol 4 (1) ◽  
pp. 1178-1185
Author(s):  
Irma Khoirot Daulay ◽  
Kristina Br. Hasugian
Keyword(s):  
Experimental Design ◽  
Conventional Method ◽  
Test Score ◽  
T Test ◽  
Narrative Text ◽  
Teaching Writing ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance

The research was conducted to discover the effect of using guessing game media themed local tourism on students’ achievement in writing narrative text. The research was conducted to the grade tenth students of SMA GKPI PAMEN. This research used experimental design. To collect the data 2 classes get involved. There are X-1 as the experimental class that taught by using the guessing game media and X-2 as the control class that taught using the conventional method. The students consist of 30 students. In experimental class, the mean score for the pre-test was 45,46 and the score of post-test was 81,4. In control class, the mean of pre-test score was 46,5 and the post-test was 73,06. The analysis of the t-test showed that tscore > ttable or 3,53 > 1,672 at the level of significance 0,05 with the degree of freedom (df) 58. The alternative hypothesisi (Ha) is accepted. It point out that using guessing media themed local tourism is effective in teaching writing narrative text for the tenth grade students of SMA GKPI PAMEN.

scholarly journals Improving Students’ skill in Writing Narrative Text Through Animation Movie

2019 ◽  
Vol 3 (1) ◽  
pp. 230-237
Author(s):  
Kristiani Lisma Vera Br Ginting ◽  
Dinda Syafitri ◽  
Cahaya Riama Yanti Nehe ◽  
Nita Paskarina Manullang ◽  
Sri Ninta Tarigan
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Test Score ◽  
Narrative Text ◽  
Teaching Writing ◽  
Quantitative And Qualitative Research ◽  
Writing Skill ◽  
Post Test ◽  
Classroom Action Research ◽  
Planning Action

The purpose of this research is to find does the animation movies can improve students’ skill and ability in writing narrative text at SMP Swasta TD Pardede Foundation at VII grade in academic year2018/2019. In this research, the researchers used classroom action research and was conducted in two cycles. Each cycles consist of four steps, there are: planning, action, observing and reflecting. This research used quantitative and qualitative research to collect the data, researchers conduct tests. The tests are pre-test and post-test.The result showed that the teaching students’ skill in writing using video can improve students’ skill in writing narrative text. An increase in mean scores indicates that there is an increase in students’ skill.  The student’s pre-test score was 63.69; it increased to 72.50 in the first post-test up to 78.02 in the second post-test. From the result of the study, it can be concluded that teaching writing skill using animation videos can improve students’ writing skill. Keyword: narrative, animation movie

scholarly journals TEACHING WRITING NARRATIVE TEXT USING TWO STAY TWO STRAY (TSTS) METHOD

2020 ◽  
Vol 3 (6) ◽  
pp. 717
Author(s):  
Lina Nuraeni ◽  
Gartika Pandu Bhuana
Keyword(s):  
Technical Problem ◽  
Narrative Text ◽  
Teaching Writing ◽  
Vocational Schools ◽  
Writing Skill ◽  
Tenth Grade ◽  
The Mean

Writing is part important of language. One important skill that should be mastered by the students. The fact show that most of the student find the difficulties in writing. The problems are related to their motivation and technical problem. The method is belief to be able to improve students writing skill. Therefore, the aims of the research is to investigate the application of Two Stay Two Stray (TSTS) method to improve students writing ability.This research used quantitative method.The population of this research was all tenth grade students at one of vocational schools in Cimahi. The sample was eightheen students of class X TKJ. The instrument used test.The result showed that the mean scores of pretest was 63.94 and of posttest was 73.88. From this data it can be concluded after students learned writing narrative text using Two Stay Two Stray (TSTS) method, their writing skill were improved.

scholarly journals THE EFFECT OF THINK PAIR ON STUDENTS’S WRITING SKILL THROUGH PADLET FOR TENTH GRADE AT SMA MUHAMMADIYAH IX BRONDONG

2020 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
Mujahidatul Muslimah ◽  
Khoirul Anwar ◽  
Candra Hadi Asmara
Keyword(s):  
Teaching Writing ◽  
Control Group ◽  
Cluster Sampling ◽  
Use Of Technology ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Positive Effect

Good writing is important aspect in teaching writing subject. But, the researcher find on the students some problems that they faced in their writing which are in generating the ideas, orginizing and vocabulary. Besides, the teacher also has problems in applying the appropriate strategy and media in teaching writing. Based on the previous studies, Think Pair Share strategy gave the positive effect for the students. This study was to examine the significant effect of Think Pair Share on Student’s Writing Skill through Padlet for Xth Grade at SMA Muhammadiyah 9 Brondong. And the researcher uses quasi Experimental design. The researcher choose Tenth grade at SMA Muhammadiyah 9 Brondong which totally consisted of 56 students. The researcher used cluster sampling because the school has been detemined the classification of the students. It was included 28 students of X IPA 1 as the Experimental Group and 28 students of X IPA 2 as the Control Group. The data was gathered by utilizing tests; pre-test and post-test about composing illustrative content. In the wake of getting the information, the specialist broke down the information utilizing SPSS 16.0 and utilized Independent Sample T-test. The examination finding indicated that there was a noteworthy contrast between test bunch that were educated by utilizing Think Pair Share through Padlet and control bunch that were instructed by utilizing Think Pair Share through Pictures.. It was Therefore, the researcher suggest to the English teacher for implementing of Think Pair Share strategy through Padlet as an altenative strategy in English teaching learning process and hopes to use Think Pair Share strategy through Padlet in other skills and levels to make different with the previous study.proven by the result of sig.(2tailed) is .000. The sig. (2tailed) is lower than 0.05 (0.00 < 0.05) so, null hypothesis (H0) can be rejected. The researcher concluded that Think Pair Share Strategy gave positive effect on student’s writing skill. The students were motivated and independent in learning writing especially in eneratig the ideas, organizing the ideas, and vocabulary. This research contributes by forming new think pair share steps which are associated with the use of technology that can help students much better in discussing in a learning that is the padlet.

scholarly journals Teaching Media “Powtoon” to Assist Students’ Writing Narrative Text

2021 ◽  
Vol 1 (4) ◽  
pp. 416-422
Author(s):  
Ai Siti Nur Fauziah ◽  
Lilies Youlia Friatin ◽  
Aa Surahmat
Keyword(s):  
Classroom Interaction ◽  
Narrative Text ◽  
Teaching Writing ◽  
Vocational School ◽  
English Teacher ◽  
School Students ◽  
Self Confidence ◽  
Writing Skill ◽  
Tenth Grade ◽  
Qualitative Descriptive

This research explores teaching media “Powtoon” to assist students’ writing narrative text. This research aims to investigate strategies used by the teacher in using media “Powtoon” to assist students’ writing narrative text and to know how the students perceive about the use of media “Powtoon”. It was argued that the use of media “Powtoon” would provide students with powerful tool to use in the classroom. Bowman (2013) arguessthat “Powtoon offers teachers more creativity and flexibility in students instruction to help introduce, develop, and reinforce key education concept”. So, this strategy is appropriate for the teacher to invite students’ motivation and participation in learning English especially in assessing writing skill. A qualitative descriptive research was used in this research, and this research was conducted at the tenth grade of Vocational School in Karawang, and took an English teacher who teaches writing class and 18 students as samples which were chosen purposively as the sample of the study. The data were collected by using classroom observation, and interview. The result from this study showed a positive perception through strategies which were used by the teacher and help the students in improving their self confidence in practicing writing. Beside that, the students’ spelling, grammar, content and vocabulary improved because the students feel free in conveying and expressing their idea and some sentences in writing the script of the story helped them in arranging the sentences to make a good sentences. Therefore, the researcher analyzed the students’ interview. The data were displayed in four questions.The dominant answer of the students’ interview indicates that they enjoyed and motivated in following teacher’s instruction in every stages of learning process. Based on these research findings, it is recommended that the teacher can use media Powtoon in teaching writing narrative text to Vocational School students. Furthermore, this strategy was not only increasing students’ writing skill, but also increase students’ technology skill through the use of media Powtoon and classroom interaction strategies. In addition, this study also suggests that English teacher to use media Powtoon

scholarly journals THE INFLUENCE OF COMIC STRIPS MEDIA IN TEACHING WRITING SKILL TO THE TENTH GRADE STUDENTS IN CIANJUR

2021 ◽  
Vol 4 (4) ◽  
pp. 554
Author(s):  
Syifa Butsainah Ulfa Suherman ◽  
Evie Kareviati
Keyword(s):  
Experimental Design ◽  
Teaching Writing ◽  
Comic Strips ◽  
Writing Skill ◽  
Tenth Grade ◽  
Post Test ◽  
The Media ◽  
The Mean ◽  
The Right ◽  
Writing Activity

Writing is an important skill for students because it helps them in their life but sometime they have difficulties when they start to writing. Therefore, the teacher must be able to find and use the right strategies for teaching writing activity especially choosing teaching media. One of the media that can be used in teaching writing is comic strips. The objective of this research is to find out whether there is an influence of using comic strips media to improve writing skill in the tenth grade students. This research employed pre-experimental design and used test questions as the instrument. The sample was the tenth grade students in one of SMKN in Cianjur, consisting of 36 students. The research compared the mean of the pre-test and post-test to identify the influence of comic strips media in improving writing skill.

scholarly journals IMPROVING STUDENTS ABILITY TO WRITE NARRATIVE TEXT THROUGH PICTURE SERIES

2019 ◽  
Vol 2 (5) ◽  
pp. 634
Author(s):  
Hanifatul Hidayah ◽  
Herni Sri Mulyati ◽  
Dasep Suprijadi
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Narrative Text ◽  
Teaching Writing ◽  
Test Results ◽  
Classroom Situation ◽  
Initial Test ◽  
Media Images ◽  
Average Value ◽  
Post Test

The aims of this research are to find out the class situation and to know the advancement of students’ ability in the application of teaching writing narrative text by means of picture series. In the classroom, students frequently gripe and say if the teacher grants them the task to write in English, they could not do it even when there have not begun yet. They do not have self-confident, feeling afraid of doing wrong, do not know what to scribe and way to get started. For those reasons the teacher conducted Classroom Action Research through picture series, such as Cinderella and The Three Little Pigs as a medium of teaching Narrative Text. In collecting data, researchers used interview and test. The test is done before the action (pre-test) or cycle I and after the action (post-test) or cycle II. The outcome of the study show that which exists positive improvement in students' writing skills and classroom situation during teaching and studying process. Test results increased, from the initial test (done before the action) to posttests (done after the action). That the average value of the test outcome is 74. The highest value acquisition of disciples in the early condition is 80, and the lowest worth is 70. While in cycle II (final condition) the average value of students increases to 90, after the teacher uses media images, the highest score of disciples in the final condition is 94, and the lowest score is 88.

scholarly journals TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING

2020 ◽  
Vol 3 (3) ◽  
pp. 329
Author(s):  
Indra Rizki ◽  
Deyan Nouvaldi ◽  
Yanuarti Apsari
Keyword(s):  
Collaborative Learning ◽  
Round Table ◽  
Narrative Text ◽  
Teaching Writing ◽  
Writing Ability ◽  
Writing Test ◽  
Scientific Approach ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

Writing is an important skill that should  be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are writing test (pre-test and post test), observation, and interview. The data were analyzed by using statistical product and service solution (SPSS) 25 which through the normality and mann whitney process. The findings showed that the calculation result of gain score showed that the significance value was lower than 0.05 (0.0049 < 0.05) which means there is a difference between students who were taught by Collaborative Learning and those who were taught by using Scientific Approach. Keywords:  Writing, Narrative, Collaborative Learning, Round Table Technique

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