PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals IMPROVING THE STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGH PRAISE-QUESTION-POLISH (PQP) TECHNIQUE

2014 ◽  
Vol 3 (2) ◽  
pp. 207
Author(s):  
Hasnawati Latif
Keyword(s):  
Diagnostic Test ◽  
Teaching And Learning ◽  
Language Use ◽  
Action Observation ◽  
Narrative Text ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
The Mean ◽  
Academic Year

The research aimed at improving the ability of the eighth year students of SMP Negeri 33 Makassar to write narrative text in terms of organization and language use by using Praise-Question-Polish (PQP) Technique. For the purpose, this research employed Classroom Action Research in which the researcher worked in planning, implementation of action, observation, and reflection on the data collected from the teaching and learning process and the students' writing products. The subjects of this research were 30 students of the first year students of SMP Negeri 33 Makassar in the academic year 2012/2013. The study was conducted in the diagnostic test and two cycles, each cycle was carried out in four meetings. The findings indicated that using Praise-Question-Polish (PQP) Technique could improve the students' ability in writing narrative text. Before giving implementation the researcher gave the students diagnostic test and the mean score of diagnostic test was 40,2 (Poor). Then the researcher conducted the cycle 1 and the cycle 2, and the result showed that the students' scores in the cycle 1 and cycle 2 improved. In cycle 1, the mean score of students was 68,7(Fair), meanwhile, the mean score of students in cycle 2 was 80,2 (Fairly good). The score of students’ writing in term of the organization in d-test was 50,4 (Poor) but after application of PQP ( Praise-Question-Polish ) Technique the students’ score became 67,8 (Fair) in cycle I, whereas in cycle 2 the students’ score was 79 (Fairly Good). The score of students’ writing in term of language use in d-test was 49,8 (Poor). In cycle I, it was improved became 69,4 (Fair) whereas in cycle 2 the students’ score was 80,7 (Fairly Good). The percentage of students’ participation in the first meeting of the cycle I was 65,8 % and it was improved became 82,5 % in the last meeting of cycle 2.Keywords:  writing, organization, language use, Praise – Question- Polish

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>

scholarly journals COOPERATIVE LEARNING STAD TYPE METHOD TO IMPROVE THE STUDENTS READING ACHIEVEMENT

2012 ◽  
Vol 1 (2) ◽  
pp. 147
Author(s):  
Bahrun Amin
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Cooperative Learning ◽  
Word Reading ◽  
Main Idea ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Type Method ◽  
Academic Year

The objective of the research is to find out the improvement of the students’ reading achievement. It is done through cooperative learning STAD type method. It is a classroom action research at the first-grade students of SMP Kartika XX-3 Makassar. The research was conducted in two cycles in which every cycle consisted of four meetings. This research was held at the first year students of SMP KARTIKA XX-3 MAKASSAR. The subject of this research was class VII.B in 2011/2012 academic year. The students’ improvement in reading comprehension could be seen in their mean score namely 5,59 in D-test, 6,33 in cycle 1 and then it became 7,29 in cycle 11. The students’ literal reading comprehension dealing with the main idea and meaning of the word sentence in reading the text was 5, 65 in D-test 6, 44 in cycle 1 and it became 7, 65 in cycle 11. In D-test in the first meeting, the percentage of students’ activeness is 69%, and in the second meeting is 75%, and in the third meeting is 77% while in the last meeting is 82%. And then after the evaluation in the cycle II the improvement of the students’ reading comprehension. Key Word: Reading, STAD type.

scholarly journals PENERAPAN MODEL PEMBELAJARAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN MINAT DAN PARTISIPASI BELAJAR MAHASISWA

2016 ◽  
Vol 4 (2) ◽  
pp. 122
Author(s):  
Novi Mayasari
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Contextual Teaching ◽  
Classroom Action Research ◽  
Academic Year

<em>This research is a Classroom Action Research (CAR) which is meant to understand whether or not the implementation of CTL Model can improve student’s interest and participation in learning of First year students of Calculus 1 class in their first semester of IKIP PGRI Bojonegoro in academic year of 2015/2016. The result shows that the application of CTL model can improve student’s interest and participation in learning of first year students in Calculus 1class in IKIP PGRI Bojonegoro in academic year of 2015/2016.</em>

scholarly journals A Study on Listening Skills and Perspectives to First Year Students at English Department of Academic Year 2015/2016

2016 ◽  
Vol 3 (2) ◽  
pp. 70-80
Author(s):  
Sitti Hadijah ◽  
Shalawati Shalawati
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
Learning Activities ◽  
First Year ◽  
English Department ◽  
Listening Skills ◽  
First Year Students ◽  
Good Ability ◽  
Listening Skill ◽  
Academic Year

Good ability in listening means having competence to comprehend information during listening activities. However, Listening skill is still considered as one of the most difficult skills for English language learners although they have been learning English for few years. Hence, this study was designed to gather information about the students’ challenges in listening activities, their perspectives on listening subject, and positive factors on the students’ success in listening. Then, a set of listening test and questionnaire were distributed. Both quantitative and qualitative data were studied to identify the underlying matters in students’ listening skills, addressing challenges, main listening hindrance factors and learning experiences. The findings of this study revealed that the students faced problems in listening because they still could not complete the basic listening skills in the test. Furthermore, Most of them considered that the listening classes are challenging for them due to some problems and difficulties during the teaching and learning activities. Besides that, there were 5 factors influenced the students’ listening skill; lack of practice, limited vocabulary mastery, native speakers’ accent, pronunciation, and uninteresting learning materials. Moreover, their knowledge about English structure and good facilities in listening classes supported them to be able to figure out some challenges in listening activities. In addition, the students realized the important of the listening activities, but assistances from the teachers and some other students were still needed during the teaching and learning activities. In conclusion, having good listening skill still appeared as a challenge for the first year students at English Department of Academic Year 2015/2016.

scholarly journals EFEKTIVITAS PEMBELAJARAN BERDASARKAN MASALAH DALAM MENINGKATKAN AKTIVITAS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA

2019 ◽  
Vol 1 (2) ◽  
pp. 29-36
Author(s):  
Sumarti
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Problem Based Learning ◽  
First Year ◽  
Minimum Standard ◽  
First Year Students ◽  
Asking Questions ◽  
Answering Questions

During teaching and learning process, the students tended to be passive and the class was dominated by the teacher. This situation made the students’ activity in learning became low as they just memorized the concepts instead of understood them. This research was aimed at improving students’ activity and ability in problem solving in Math through problem-based learning model.This was a classroom action research which was conducted in two cycles. The data of this research was collected through observation sheet and a test. The data gotten then was analyzed descriptively. The result of the research showed that the use of problem-based learning model could improve the first year students’ activity and ability of problem solving in Math at SMA Negeri 1 Pekanbaru. Students’ activities in completing LKS, asking questions to the teachers and peers, answering questions from the teachers and peers, presenting the result of group discussion and drawing a conclusion had been in very good category. In problem solving, the percentage of the students who had gained the minimum standard of achievement (KKM) improved from 61,30% in the first cycle into 82,14% in the second cycle.

scholarly journals PENGGUNAAN METODE PEMBELAJARAN KOOPERATIF UNTUK MENINGKATKAN KEMAMPUAN MENULIS MAHASISWA PROGRAM STUDI BAHASA INGGRIS FKIP UNIVERSITAS RIAU

2015 ◽  
Vol 24 (4) ◽  
Author(s):  
Hadriana Hadriana
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Null Hypothesis ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
First Year ◽  
Learning Method ◽  
Study Program ◽  
First Year Students ◽  
Writing Ability

This Research is aimed at finding out the level of writing ability of the students at English Study Program FKIP- UNRI by using Cooperative Learning Method. The samples of the research were all of the first year students that joined Writing IC. The procedure of the research were administered through (a) pre-tes; (b) teaching and learning process by using Cooperative Learning Method; and (c) pos-tes. Pre-tes and pos-tes were given in order to know the level of their writing ability. Data analysis was conducted by comparing the scores of pre-tes and post-tes. Data calculation concluded that with df = 78 – 1 = 77, it was found that r table with significant level 5% = 2.64; and 1% = 1.99 which were smaller than t = 3.005. As a result, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. In conclusion, Cooperative Learning Method played a significant role in increasing the writing ability of students of English Study Program FKIP UNRI.

scholarly journals Improving Students' Writing Ability by Using Personal Photograph of Seventh Year Students at SMPN 4 Banyuwangi in the 2014/2015 Academic Year

LUNAR ◽  
2018 ◽  
Vol 2 (02) ◽  
pp. 34-52
Author(s):  
Asmiyati Ningsih
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Writing Ability ◽  
Writing Test ◽  
The Media ◽  
The Mean ◽  
Preliminary Study ◽  
Thinking Process ◽  
Classroom Action Research ◽  
Academic Year

English plays important role for all aspects because the development of science and technology is mostly transferred through it. English is taught in the forms of speaking, writing, listening and reading integrative. Among the four language skills, writing is considered to be most difficult to master, because it needs continues thinking process for expressing ideas, feelings, or thought in a piece of paper. The research was carried out at SMP 4 Banyuwangi. The subjects of the research are the students of the seventh grade A student. The research method was classroom action research. This classroom action research had two cycles which consisted of four main stages in each cycle. They are preparation, implementation, observation, and reflection of the action. In each cycle, the teaching and learning process were conducted into three meetings which include two meetings of applying method and one meeting for the writing test. In the first cycle the researcher used personal photograph as a media in teaching descriptive text, researcher asked students to describe their personality and their families in the class based on the example that had been given by the researcher. In the second cycle, researcher asked students to describe their friend in photos that was brought by the student in group. The result of preliminary study showed that the main score of the students’ writing descriptive paragraph result was low (M= 49,78). Meanwhile, the standard minimum passing level score in this school is 75. In the first cycle on Monday, 11st May until 16th M a y 2 0 1 5 i n t h r e e m e e t i n g s , t h e r e s e a r c h e r found the mean of the score of the students’ writing was 74,83 with the total score 2694. In the second cycle on Monday 18th May until 25th May 2015, the researcher found the mean of the score of the students’ writing was 79,72 with the total score 2870. Based on that fact, the result of the research shows that the students improve their ability in writing descriptive text by using personal photograph as the media. They are better in writing and arranging the sentences than in pretest. The objectives of the research are firstly to know the improvement of students’ ability in writing descriptive paragraph. The second is to find out how the use of personal photograph to improve the students’ writing descriptive paragraph

scholarly journals IMPROVING DESCRIPTIVE WRITING ABILITY OF THE FIRST YEAR STUDENTS OF SMA TOHA PRAKTIKA GILIGENTING-SUMENEP BY USING PICTURES

2021 ◽  
Vol 1 (2) ◽  
pp. 31-37
Author(s):  
Rini Yudiati
Keyword(s):  
Foreign Language ◽  
Research Problem ◽  
First Year ◽  
Research Use ◽  
First Year Students ◽  
Writing Ability ◽  
Know How ◽  
Complex Process ◽  
Descriptive Writing ◽  
Academic Year

                  In Indonesia English is a foreign language, not a second language. As a result, it is very difficult for the students to write  a paragraph in English because writing is a complex process that allow writers to explore thoughts and ideas, and make them visible and concrete. The indonesian students’ achievement in writing descriptive paragraph is very low due to several reasons. Firstly, the Indonesian community does not support the existence of the English situation                 Based on the fact, the researcher focuses this thesis on the problem of improving descriptive writing ability of the first year students of SMA Toha Praktika Giligenting Sumenep by using pictures. The research problem is How can the use of pictures improve the students’ability in writing a descriptive paragraph at SMA Toha Praktika?. The researcher thought that if the students can develop their imagination by the pictures, they will be able to create descriptive paragraphs that are meaningful.                 To answer the research problem, this research use the classroom action research at SMA Toha Praktika on the first year students academic year 2010/2011 who have difficulties in writing descriptive paragraph. Exercises was done to know how high the students’ ability in writing descriptive paragraph. the data collection involved instruments, namely writing observation, composition test and questionnaires. The composition test was to measure the students’ ability in writing descriptive and questionnaires was to know the students’ opinion about the implementation of pictures. All of the data were analyzed and compared with the criteria of success that the minimun score of the students was 60 and there was 60% or 17 students mastered the material and can made descriptive paragraph.

scholarly journals A Team-Teaching Model in an Informal Cooperative Learning Classroom

2019 ◽  
Vol 14 (20) ◽  
pp. 44
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Habibah Norehan Haron ◽  
Noor Hamizah Hussain ◽  
Ruzana Ishak
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Team Teaching ◽  
Traditional Method ◽  
Teaching And Learning ◽  
First Year ◽  
Teaching Model ◽  
Teaching Materials ◽  
First Year Students ◽  
Research Journal

Research has indicated that informal cooperative learning (ICL) can make the environment in a classroom more conducive for teaching and learning. Through ICL, students could focus their attention on the material taught in class and help each other in the learning process. However, implementing ICL may require more time and effort from the lecturers because they need to prepare teaching materials and different tasks for class activities. Some-times it may be difficult for the lecturer to monitor all students in the groups when implementing ICL. Thus, this study aimed to explore the im-plementation of team-teaching in ICL classroom. The action research meth-od was used in this study where the researchers themselves involve in im-plementing ICL through team-teaching, evaluate the process, do reflection and change the practice based on the evidence gathered. The participants were 32 first-year-students who were mainly exposed to the traditional method of lecture. Students and lecturers’ activities, behaviors, interac-tions, and reflections were recorded in a research journal and later analyzed to determine the students’ and lecturers’ experience in ICL classroom con-ducted through team-teaching. The findings showed that it was easier to monitor and facilitate the students as well as to manage the class by imple-menting ICL through team-teaching. In addition, the workload of the lectur-ers has reduced which in turn gave them more time to plan, prepare and or-ganize teaching materials.

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