scholarly journals PENGALAMAN TERBAIK MENINGKATKAN KETERAMPILAN MENULIS ENDING TEKS NARRATIVE SISWA KELAS X IPA 2 SMA NEGERI 1 BATANG ANAI MELALUI GULA

2021 ◽  
Vol 1 (1) ◽  
pp. 26-35
Author(s):  
MARJENNY MARJENNY
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Before And After ◽  
The Media ◽  
The Mean ◽  
Academic Year

This best paper is aimed to know whether the use of Google Classroom as a Learning Management System (LMS), or Gula for short, can give significant effect cognitively, practically and affectively toward students’ skill in writing at Grade X MIPA 2 of SMAN 1 Batang Anai. The paper was a writer’s best practice. The research was conducted at XI MIPA 2 students of SMA Negeri 1 Batang Anai, which consisted of 32 students,  in 2019/2020 academic year. The instrument of the paper was writing test. The data were analyzed by comparing students’ writing test before and after administering the strategy. Based on the result of the test and the writer’s observation, it was found that Gula gave significant effect toward students’ writing skill, especially in KD 4.2 namely writing an ending of a narrative text It was proved by the result of the test which showed that (1) the mean score of the students’ writing test was 82  higher than that which was 74, (2) students participated actively and collaborated integratively in teaching and learning process, (3) the media accommodated not only extrovert students but also introvert ones, (4) the teaching and learning process was fun and enjoyable, and (5) the media implemented multiliteracies in enhancing students’ character. Based on the result above, it is concluded that Gula could improve students’ writing skill significantly. Therefore, it is also suggested to English teachers at SMA level to apply this LMS as an alternative collaborative learning media in teaching writing in English especially and other subjects as well.

scholarly journals Improving Students’ Writing Skill in Writing Paragraph through an Outline Technique

Curricula ◽  
2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Sukarta Kartawijaya
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

<p><em>This research was classroom action research. Classroom action research was a research that was conducted by a teacher in order to find out solutions of any problems found during teaching and learning process. In this research, it was done to explain whether by using an outline technique could improve the students’ writing paragraph and also to investigate some factors that influenced the students in writing descriptive paragraph. This research was done at grade VIII B of SMP Negeri 6 Sungai Penuh in academic year 2017/2018. From the result of the test in this research, the result was increased in cycle and two. In cycle one, the mean score was 58.25% and it increased to 76.87%, it increased 18.63% point. It meant that teaching writing through outline improved the students’ writing skill. The improvements were also improved on the result of each sub-indicators of writing test between cycle 1 and 2. </em></p>

scholarly journals THE USE OF CUE CARDS FOR TEACHING WRITING OF BIOGRAPHY TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Ulya Maliyatika ◽  
Muh Syafei ◽  
Rusiana Rusiana
Keyword(s):  
Learning Process ◽  
Teaching Writing ◽  
Good Ability ◽  
Significant Difference ◽  
Before And After ◽  
The Media ◽  
The Mean ◽  
Written Test ◽  
Teaching Learning ◽  
Academic Year

Students at schools learn to write in order to express their ideas well. They should have a good ability in writingEnglish texts. However, many students find it difficult to express their ideas in a paragraph, and to make a composition correctly. The media factorseems to be one that makes the teaching-learning process unable to achieve its goal. Therefore, the authors propose to apply Cue Cards as teaching media to overcome the problem.The objective of the research is to scrutinize whether there is a significant difference between teaching writing of biography textbefore and that after being taught by using Cue Cards.This experimentemployed one group with pretest and posttest design was conducted at the eleventh grade students of SMA N 1 KaranganyarDemakin academic year 2017/2018 insecond semester. There were 34 students of grade XI IPS 1 taken as the sample through cluster random sampling.The datasetsfor this research were collected through written test. Before cue cards were used in the treatment, the measn score was60. After cue cards were used in some meetings of treatment, the mean score is 82. The hypothesis of the research stated that there is a significant difference between teaching writing of biography text on the eleventh grade students of SMA N 1KaranganyarDemak in academic year 2017/2018) before and after being taught by using cue cardsis confirmed. It can be seen from the calculation of t-test, withdegree offreedom (df) = 33, α = 0,05,  t (critical) is ±2.042 and t (obtained) is 8.79. The analysis showed that Ho was denied and Ha was confirmed.Therefore, it is suggested to the English teacherto keep usingcue cardsin teaching writing of biography text.

scholarly journals THE IMPLEMENTATION OF MAKE A MATCH METHOD TO IMPROVE WRITING DESRIPTIVE TEXT AT TENTH GRADE STUDENTS IN SMK JABIR AL-HAYYAN

2020 ◽  
Vol 3 (2) ◽  
pp. 259
Author(s):  
Mahmud Yusuf ◽  
Hasanudin Hasanudin
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Match Method ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Academic Year

Based on the phenomena that students have difficulties in writing descriptive text, the students could not write because do not have any ideas when they are asked to write. So, they need some ways which could help them in writing. The problems in writing can be solved by implementing some strategies in teaching writing. One of approach that teacher can use to help students write a good text is MAM. The main objective of this study is find out if MAM can improve students’ ability in writing descriptive text. The research method used is quantitative research, specifically quantitative with one group pretest-posttest design. The sample take two class at tenth grade students of SMK Jabir Al-Hayyan in academic year 2019/2020. The data had been obtained in post-test of experimental class were: the highest score was 96, the lowest score was 62, and the mean score was 80.50. Post-test of control class were: the highest score was 89, the lower score was 60, and the mean score was 71.54. It can be seen from the data showed that students’ score in experimental class was highest than control class. It means that using make a match method was effective, easier, and more understable to be applied in teaching and learning process, especially in writing descriptive text. Keywords:  Improve, Make A Match Method, Writing Descriptive Text

scholarly journals Trait Based Assessment on Teaching Writing Skill for EFL Learners

2017 ◽  
Vol 10 (11) ◽  
pp. 199 ◽  
Author(s):  
Maman Asrobi ◽  
Ari Prasetyaningrum
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Descriptive Statistics ◽  
Teaching Writing ◽  
Efl Learners ◽  
Paired Sample ◽  
Writing Test ◽  
Writing Skill ◽  
The Mean ◽  
Academic Year

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of Hamzanwadi University in the academic year 2016/ 2017 as the samples. Purposive sampling technique was used in determining the samples. Writing test and analytical scoring rubric were the instruments used to collect the data. Then the data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The result of descriptive statistics analysis revealed that trait based assessment is effective on teaching writing skill for EFL learners since the mean score of posttest 60 was higher than mean score of pretest 28.20. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. Therefore, it means that the hypothesis of this study was accepted. In other word, trait based assessment was significantly effective in improving students’ writing skill.

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

THE APPLICATION OF DICTOGLOSS TECHNIQUE TO IMPROVE THE EIGHTH GRADE STUDENTS’ WRITING SKILL IN SMP NEGERI 31 MEDAN

2020 ◽  
pp. 108-121
Author(s):  
Jessica Hieronima Siagian ◽  
Viator Lumban Raja ◽  
Novalina Sembiring
Keyword(s):  
Teaching And Learning ◽  
Teaching Writing ◽  
Percentage Improvement ◽  
Writing Skill ◽  
Post Test ◽  
Written Form ◽  
Class Viii ◽  
Field Notes ◽  
The Mean ◽  
Academic Year

Writing is the most important human invention which provides a relatively permanent record of information, opinions, benefits, feelings, arguments, explanations, and theories. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the techniques to improve students’ writing skill is Dictogloss Technique. The method that is used in this research is Classroom Action Research (CAR). The subject of this research are 35 students of class VIII-4 of SMP Negeri 31 Medan in the academic year of 2018/2019. Tests, observation sheets, field notes, and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 60 with 0% students got score 75, in formative test the mean score is 76.71 with 60% students got score 75 and in post-test the mean score is 80.85 with 94% students got score 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 94%. The response of students after being taught by using Dictogloss Technique are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Dictogloss Technique in teaching writing skill to improve students’ skill in writing descriptive text. 

scholarly journals The Social Media-Based Approach in Teaching Writing at Jember University, Indonesia

2017 ◽  
Vol 7 (3) ◽  
pp. 46 ◽  
Author(s):  
Hairus Salikin ◽  
Saidna Zulfiqar Bin Tahir
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Efl Students ◽  
The Media ◽  
Use Of Social Media ◽  
The University

In the last of few years, the use of social media has become the main topic in teaching and learning, but by the rapid development of technology, there must be a shift of students’ interest in employment the media. Thus, this research aimed to reveal; (1) Do the use of social media improve the EFL students’ writing skill; and (2) What factors affect the EFL students’ writing achievement. This research employed experimental design. The respondent of the current research were two classes of third semester EFL students at the University of Jember. In collecting data, the researchers used writing test, interview, and observation. The data were analyzed using SPSS 18.0. The researchers found that; 1) The use of social media did not significantly improve the students’ writing skill, and 2) There were some specific factors that hindered the students; achievement in writing descriptive text.

scholarly journals Number Head Together (NHT) in Teaching Writing in EFL Classroom

2021 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Hidayatul Hamdiah ◽  
Nik Mohd Rahimi Nik Yusoff
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
Vocational High School ◽  
Significance Level ◽  
Tenth Graders ◽  
Writing Test ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
The Mean

This article focused on the effectiveness of Number Head Together in teaching writing in the EFL Classroom. The aim of the study was to improve EFL students’ writing. This study was quantitative research and used an experimental design. The population was 30 students and the sample was 15 students. Purposive sampling was used in determining the sample of the study. The writing test was the instrument used to collect the data. The data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The students' instrument was an essay-informed descriptive text. Furthermore, the researchers used pre and post to compare scores before and after implied Number Head Together. The mean score of the pre-test was 49.06 at p = 1.364 and the post-test was 78.40 at p = 1.576 which was higher than 0.05 (as the standard significance level in SPSS). This value showed the differences before and after implementing Number Head Together. Hence, it can be concluded that Number Head Together was significantly effective in teaching writing in the tenth graders of Public Vocational High School (SMKN) 1 Janapria, Indonesia. However, The student's writing improves because in grouping the students able to help each other. Keywords:  Number Head Together (NHT), EFL Classroom,  Teaching Writing

scholarly journals STUDENTS’ RESPONSES TOWARD THINK TALK WRITE STRATEGY IN TEACHING WRITING

2021 ◽  
Vol 4 (4) ◽  
pp. 568
Author(s):  
Ika Yulia Anggraeni ◽  
Yanuarti Apsari
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Eighth Grade ◽  
Qualitative Design ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Descriptive Qualitative

Writing skill is one of the skills that is difficult to learn because we have to know the correct sentence composition and also what we hear must be in accordance with what we write and therefore this skill is very important to learn. The objective of the research is to identify the sudents’ responses toward think talk write (TTW) strategy in teacihng writing skill. The research used descriptive qualitative design. The respondents of this research were eighth grade students of SMP Pasundan 1 Cimahi. The instrument of this research was questionnaire. The result of data analysis shows that students gave positive responses toward TTW strategy. The respondents agree that TTW strategy can increase students’ motivation, TTW Strategy can help students in improving their writing skill and TTW strategy can make teaching and learning process interesting. Keywords:  Writing, Think Talk Write (TTW) Strategy, Student’s Responses  

scholarly journals The Effectiveness of Using Social Media to Teach Writing Hortatory Exposition Text at Eleventh Grade of SMAN 1 Ngadiluwih

2021 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Nila Sari ◽  
Agus Amroni
Keyword(s):  
Social Media ◽  
Research Design ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Learning Activity ◽  
Research Approach ◽  
Writing Test ◽  
The Mean

The aim of this research was to motivate students by using social media to teach writing hortatory exposition text. The researcher chooses two media such us Instagram and Facebook. The application of teaching writing of hortatory exposition text at eleventh grade of SMAN 1 Ngadiluwih by using social media Instagram and Facebook to hold the interesting and enjoyable learning activity. This research was quantitative research approach, whereas the research design used true experimental. This research chosen randomly in Instagram class (social one class) and Facebook class (social two class). The instrument used in the research was writing test. The procedure lasted 4 meeting and 1 meeting to do test. The result of t-test showed that: the mean score of Instagram class (M= 68.79) is lower than Facebook class (M= 77.07), and independent sample t-test which values of the sig-2 tailed is 0.000 and 0.000<0.005. Thus, it can be concluded that Facebook is more effective than Instagram in teaching and learning English Hortatory Exposition Text.

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