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 TEACHING WRITING DESCRIPTIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL TO THE EIGHTH GRADE STUDENTS OF SMP MULIA PRATAMA

2020 ◽  
pp. 224-239
Author(s):  
Arie Sartika Berutu ◽  
Novalina Sembiring ◽  
Jontra Jusat Pangaribuan
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Percentage Improvement ◽  
Field Note ◽  
Eighth Grade Students ◽  
Post Test ◽  
Written Form ◽  
The Mean ◽  
Main Activity

Writing is an activity to share information in written form by combining some words into sentences and into paragraphs. 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 strategies to teach writing is Picture Word Inductive Model (PWIM) whose its main activity is identifying and labelling all object and activities on the pictures. The method that is used in this research is Classroom Action Research (CAR). The subjects of this research are 25 students of Class VIII-4 of Junior High School Mulia Pratama Medan in the Academic Year of 2017/2018. Test, observation sheets, field note and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of the students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 35,6 with 0% of the students got score ≥ 75, in formative test the mean score is 58,2 with 8% of the students got score ≥ 75 and in post-test the mean score is 69,5 with 24% of students got score ≥ 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 24%. The responses of students after being taught by using Picture Word Inductive Model are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Picture Word Inductive Model in teaching writing skill to improve the students’ skill in writing descriptive texts.

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 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 Improving Students’ Speaking Achievement by Using Storytelling Technique

2019 ◽  
Vol 2 (4) ◽  
pp. 179-184
Author(s):  
Novalina Sembiring ◽  
Fiber Y.A. Ginting
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
Post Test ◽  
Speaking Skill ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Academic Year

This study was aimed to improve the students’ speaking achievement by using storytelling technique. The subject of the study was the eight grade students of Public Junior High School 22 Medan in academic year 2018/2019. This study was conducted by applying Classrom Action Research (CAR), which had been conducted in two cycles and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (speaking test) and qualitative data (observation checklist and field notes). The result of the test shows that the mean score of pre test is 40, formative test is 46.34, and post test is 62.89. The percentage of the students’ means score improve from pre test to post test 57.2%. The result of observation checklist and field notes showed that the students were interested in teaching and learning English especially speaking skill by using storytelling technique. These indicated that there was a significant improvement of the students’ speaking achievement by using storytelling technique.

scholarly journals THE USE OF DIGITAL STORYTELLING TOWARDS STUDENTS’ COMPETENCY IN WRITING TEXT

Sebatik ◽  
2018 ◽  
Vol 22 (2) ◽  
pp. 226-229
Author(s):  
Karisma Erikson Tarigan ◽  
Liana Liana
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Digital Storytelling ◽  
Teaching Writing ◽  
Writing Competency ◽  
Writing Skill ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Essay Test

The main objective of this research is to prove whether the digital storytelling enhances and improve students writing competency. The study uses classroom action research (CAR). The data in this study are quantitative and qualitative data. The quantitative data will be collected by using the essay test. The qualitative data will be collected by using observation, field notes, and questionnaire. The score of students’ writing descriptive text kept increasing from pre-test until post-test. It was proved by the data which showed that the mean of the students’ score in post-test II is 86.6 (92.75%) was higher than the post-test I is 72.2 (68.75%), and also higher than the pre-test 54.8 (25%). The response of student in using digital storytelling in the agree category, it can be seen from the 15 students who passed the KKM (70) and 1 student still low of KKM. The class percentages of post-test II show improvements from the previous test; the improvement is 67.75%. The frequencies of item agree appear 110 times or (52.88%). Furthermore, it can be concluded that Digital Storytelling is effective and useful to be used in teaching writing skill, especially in Descriptive Text.

scholarly journals Improving Students’ Speaking Skill Using Tgt (Teams-Game-Tournament)

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurul Fajriya ◽  
Abdul Asib ◽  
Gunarso Susilohadi
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Descriptive Statistics ◽  
Post Test ◽  
Research Findings ◽  
Speaking Skill ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Academic Year

This article is aimed at reporting the research findings of using TGT (Teams-Game-Tournament) to improve the students’ speaking skill. The subject of this research is the eighth grade of SMP N 1 Kartasura in the academic year of 2013/2014 which consisted of 32 students. The research method used is action research. Each cycle consists of four essential moments: planning, implementing the action, observing, and reflecting. The data are collected through observation, interview, field notes, questionnaire, and tests (pre-test ad post-test). The qualitative data were analyzed by reducing the data, displaying the data, and drawing conclusion/verifying. While the quantitative data were analyzed through descriptive statistics by calculating and then comparing the mean scores of pre-test and post-test. The research findings prove that using TGT can improve the students’ speaking skill. The students’ mean score increases from pre-test of 4.4 to post-test 1 of 5.9, and post-test 2 of 6.8.<strong> </strong>Using TGT can improve the effectiveness of speaking activity in teaching and learning process as well. The students got more opportunities to practice speaking because the speaking activities were not dominated by the talkative students only.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE TO THE EIGHT GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 1 MEDAN

2020 ◽  
pp. 13-25
Author(s):  
Rostani Damanik ◽  
Jontra J. Pangaribuan ◽  
Fiber Yun A. Ginting
Keyword(s):  
Reading Comprehension ◽  
Eighth Grade Students ◽  
Post Test ◽  
Class Viii ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Comprehension Tests ◽  
Academic Year ◽  
Composition Technique

Reading is not only about pronouncing  written words correctly but also comprehending the text. It is not surprising the students have difficulties in reading comprehension  because they do not understand the language. Therefore the teacher must try to help the students comprehend the text. One thing the teacher can do is to find a technique to teach this reading comprehension. Cooperative Integrated Reading and Composition can help the students to improve their reading comprehension and to arouse their motivation. The aim of this study is to find whether Cooperative Integrated Reading and Composition Technique works effectively on improving students’ reading comprehension and to know  what students’ responses  after being taught by using this technique. The subject of this study is the eighth grade students of SMP Swasta Katolik Budi Murni 1 Medan in the Academic Year of 2018/2019 were consist 25 students of class VIII C. This study was conducted by applying Classroom Action Research (CAR), which was performed in two cycles ( cycle I and cycle II). The instruments of collecting data  were Quantitative data (reading comprehension test) and and qualitative data (field notes,obervation sheet,questionnaire)The result of reading comprehension tests showed that the mean of the students’ score increased from pre-test (20 %), formative test (52 %), post-test (76 %). The field notes, observation sheet and questionnaire showed that the students are interested in the learning teaching process through CIRC Technique and this study run well. It was found that this technique could improve students’ reading comprehension. It is suggested that English teacher should apply this technique in teaching reading comprehension.

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 THE WRITING ABILITY USING MIND MAPPING TECHNIQUE FOR THE FIRST GRADERS OF STIKES MUHAMMADIYAH KENDAL IN THE ACADEMIC YEAR OF 2018/2019

2020 ◽  
Vol 4 (1) ◽  
pp. 33-49
Author(s):  
SRY DEWI
Keyword(s):  
First Graders ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Test ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Academic Year

The research attempts to investigate the result of students’ writing ability through the use of Mind Mapping Technique. It also describes the implementation of mind mapping technique in teaching writing, describes the students’ response and describes the students’ improvement. The subjects were The First Graders of STIKES Muhammadiyah Kendal in the Academic Year of 2018/2019. The type of this research is a classroom action research. In this research there are two cycles, and every cycle consisted of three meetings, and the end of each meeting the researcher conducts the post test to measure the improvement of the students’ writing ability. The data are collected by using observation lists, interview, field notes, documentation, and writing test. In analyzing data the researcher describes the mean of the students based on their score to know the students’ improvement in every cycle. There are two techniques to analyze the data. They are qualitative and quantitative method. To enhance the trustworthiness of the data and to reduce the subjectivity in analyzing the data, the researcher uses triangulation method. The result of this research is mind mapping is an appropriate technique to be used in improving the students’ writing ability.

scholarly journals The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

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