scholarly journals Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia

2018 ◽  
Vol 7 (3) ◽  
pp. 119 ◽  
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti ◽  
Gustaman Saragih
Keyword(s):  
Teaching Writing ◽  
Writing Classes ◽  
Writing Test ◽  
Content Organization ◽  
Writing Class ◽  
Language Classroom ◽  
Writing Skill ◽  
Quasi Experimental ◽  
And Control ◽  
Method Approach

Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for writing class. This article is intended to present the study of effectiveness of task-based materials in improving writing class for university. To accommodate the research purposes, mixed method approach was carried out by using quasi experimental research and content analysis of sentence complexity. The respondents were 210 students from writing classes as experiment and control with writing test as instrument. The results of data analysis showed that there were significant differences of writing skill to those who taught using developed task-based materials. Despite the fact that the score did not significantly differ on the aspect of writing mechanics, a developed task-based material has been proved to improve students’ writing skill in the aspect of format, content, organization and grammar. Moreover, the levels of lexical complexity and accuracy from the students whose materials use task-based design are higher than those who do not use it. Then, it can be drawn a conclusion that the use of developed task-based materials brings significant effects toward writing performance.   

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI): ITS EFFECTIVENESS TO TEACH WRITING FROM THE PERSPECTIVE OF STUDENTS’ CRITICAL THINKING

2017 ◽  
Vol 4 (2) ◽  
pp. 120
Author(s):  
Linda Septiyana
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Positive Contribution ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
And Control

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students’ critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students’ critical thinking to produce a good text.

scholarly journals THE EFFECTIVENESS OF GENERATING INTERACTION BETWEEN SCEMATA AND TEXT (GIST) TO TEACH WRITING VIEWED FROM STUDENTS’ INTELLIGENCE

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Nuri Ati Ningsih
Keyword(s):  
Teaching Strategies ◽  
Research Method ◽  
Teaching Writing ◽  
Second Grade ◽  
Writing Test ◽  
Second Grade Students ◽  
Writing Skill ◽  
High Intelligence ◽  
Quasi Experimental ◽  
Cluster Random Sampling

The  research  method  was  quasi  experimental  research  by  using  simple  factorial design  2x2.  The  population  in  this  research  was  the  second  grade  students  of  English Teaching Department of IKIP PGRI Madiun. The writer used cluster random sampling to get the sample. It consists of 60 students which were divided into two classes, II D consisting 30 students as a control class and II B consisting 30 students as an experimental class. The instruments  used to  collect  the data were  writing test  to  get  the score  of writing skill. Documentation was used to get the data of students’   intelligence. Before the instruments were used, the tryout was done to know the validity and readiability of instruments. The writer analyzed the data in term of their frequency distribution, normality, and homogeneity. Then,  the  data  were  analyzed  by  using  multifactoral  analysis  2X2.The  findings  in  this research lead to some conclusions: (1) GIST is more effective than DI for teaching writing; (2) The students having high intelligence have better writing skill than the students having low intelligence; and (3) There is an  interaction between teaching strategies and students’ intelligence for teaching writing. The effect of teaching strategies on the students’writing skill depends on the students’intelligence.

scholarly journals THE EFFECTIVENESS OF EDRAW MIND MAP APPLICATION IN TEACHING WRITING OF RECOUNT TEXT AT THE TENTH GRADE OF MAN 4 KEDIRI

2020 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Siti Pujiana
Keyword(s):  
Social Science ◽  
Teaching Writing ◽  
First Year ◽  
Science Program ◽  
First Year Students ◽  
Writing Test ◽  
Writing Skill ◽  
Tenth Grade ◽  
And Control ◽  
Academic Year

The objectives of this study were (1) to describe the student’s skill of recount text in an experimental class taught by using Edraw Mind Map, (2) to describe the students’ skill of control class without being taught Edraw Mind Map, and (3) to investigate whether there is a significance in teaching writing skill of recount text between experimental and control class at tenth grade of MAN 4 Kediri. During the research quantitative approach of true experimental was used as the research design. This research used two classes which became experimental class (X Social Science Program 1) which was taught by using Edraw Mind Map Application and control class (X Natural Science Program 4) which was not taught by using Edraw Mind Map Application. The population was the first year students of MAN 4 in academic year of 2019/2020. Out of this population, 60 students were taken as sample. There were two classes, each of which consisted of 30 students. The data were collected by using writing test and questioners.

scholarly journals Instagram as Media to Enhance Students Writing Skill Creativity in State Islamic Institute of Ponorogo

2020 ◽  
Vol 1 (2) ◽  
pp. 105-120
Author(s):  
Kaukabilla Alya Parangu ◽  
Sulistyowati Sulistyowati
Keyword(s):  
Teaching Writing ◽  
Homogeneity Test ◽  
Teaching English ◽  
Qualitative And Quantitative ◽  
Writing Test ◽  
Tukey Test ◽  
Effective Media ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Multifactor Analysis

Utilizing Instagram as media in teaching English is a new phenomenon in Education. Naturally, Instagram is a social media that usually used for sharing pictures and videos which is mostly used by the youths. However, it is such a good chance to use something the students are excited about for educational purpose.  This research aims to identify whether: 1) Instagram can improve the students’ writing skill; (2) there is an interaction between teaching media and students’ creativity in teaching writing. This research is classified as quasi-experimental study and the subjects of the research were 36 students of Shariah Economics in Economics Faculty in State Islamic Institute of Ponorogo. The data obtained during the research are in qualitative and quantitative forms. The data were acquired by using two instruments; questionnaire and writing test. Questionnaire was used to categorize both students having high or low creativity, and writing test was used to measure their writing skill. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA and Tukey test. Before conducting the ANOVA, pre-requisite tests such as normality and homogeneity test were conducted. This study finds that: (1) Instagram media is more effective than Powerpoint media to teach writing; (2) There is an interaction between teaching media and students’ creativity in teaching writing. The result of this study implies that Instagram media is an effective media in teaching writing to the second semester students.

scholarly journals BASIC QUESTIONING WITH PICTURE IN WRITING CLASS: IS IT EFFECTIVE?

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Villia Rachmawati ◽  
Ana Maghfiroh ◽  
Restu Mufanti
Keyword(s):  
Teaching Writing ◽  
Statistical Hypothesis ◽  
Control Group ◽  
Writing Test ◽  
Content Organization ◽  
Significant Difference ◽  
Post Test ◽  
Five Elements ◽  
And Control ◽  
Experimental Group

This research was carried out to measure whether using basic questioning with picture is effective in teaching writing. The research design used in this reasearch was experimental research which consisted of two groups, experimental and control group. The sample of this research were X IPA1 as the experimental group which consisted of 32 students and X IPA2 as the control group which consisted of 30 students. The experimental group was taught by using basic questioning with picture while the control group was not taught by using basic questioning with picture, it was taught as usual or lecturing only. The instrument used to collect data was test. The test was writing test which was given in pre test and post test both two groups. The assessment of the result of writing test was focused on the five elements of writing (content, organization, vocabulary, language use, and mechanic). The technique to analyze the data used t-test formula.Two groups were compared. The result of statistical hypothesis on significance α=0.05 showed ttest (2.91) was higher than ttable (2.00). It means that, there was significant difference between the students who were taught by using basic questioning with picture and the students who were not taught by using basic questioning with picture in teaching writing. From the explanation above, it can be concluded that the use of basic questioning with picture is effective in teaching writing of the tenth year students of SMA Muhammadiyah 1 Ponorogo in Academic Year 2016/2017.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND SELF CONFIDENCE ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT IN AN INDONESIAN SCHOOL

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Triana Ramdha
Keyword(s):  
Teaching Strategies ◽  
Teaching Strategy ◽  
T Test ◽  
Teaching Writing ◽  
Writing Test ◽  
Self Confidence ◽  
Three Phase ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Academic Year

In teaching writing, teaching strategy and students’ self-confidence influence students’ writing skill. The research was conducted to find out the effect of Roundtable Strategy and students’ self-confidence on students’ writing skill of descriptive text. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the VIII grade students of SMP Tri Bhakti Pekanbaru, 2015/2016 academic year. Writing test and self-confidence questionnaire were used as the research instruments. Then, the data were analyzed by using t-test formula and two ways Anova. The result of this research shows that (1) students who were taught by using Roundtable Strategy had better writing skill in writing descriptive text than those who were taught by using Three Phase Strategy. It was proven by the result of t-test which showed that tobserved was bigger than ttable, (2) students with high self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, (3) students with low self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, and (4) there was no interaction between both strategies and students’ self-confidence toward students’ writing skill, where Fobserved (0.004) was less than Ftable (3.39). In conclusion, Roundtable Strategy had a significant result on students’ writing skill than Three Phase Strategy and there was no interaction between teaching strategies and students’ self-confidence toward students’ writing skill.

scholarly journals THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION

2018 ◽  
Vol 7 (1) ◽  
pp. 61-74
Author(s):  
Dian Pertiwi
Keyword(s):  
Direct Instruction ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Islamic School ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
High Motivation ◽  
And Control ◽  
Cluster Random Sampling

This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.

scholarly journals Extensive reading to improve students’ writing of explanation text

2020 ◽  
Vol 5 (1) ◽  
pp. 109
Author(s):  
Siti Nur Aida ◽  
Elok Widiyati
Keyword(s):  
Teaching And Learning ◽  
Teaching Writing ◽  
Extensive Reading ◽  
Islamic School ◽  
Writing Ability ◽  
Writing Test ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aims at finding out whether or not the use of extensive reading is effective for teaching writing explanation text to the eleventh grade at Islamic University in Semarang. Quasi experimental research was applied as the method. The researchers took two groups as the sample, they were XI MIPA 6 as the experimental class and XI MIPA 2 as the control class. The total subject of this research was 65. This research used SPSS in analysing the data of writing test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significance difference in the writing ability of explanation text between eleventh-graders who were taught by using extensive reading and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 64.4118 and control class which is 48.5484 and as a result Sig. (2-tailed) is 0.00 < 0.05. Therefore, the null hyothesis of this research is rejected. It means that the use of extensive reading had significantly improved the eleventh-graders’ writing ability of the explanation text in English teaching and learning process of the experimental class at Islamic School in Semarang in the academic year 2018/2019.

scholarly journals Using Story Mapping Technique in Teaching Writing Skills at SMAN 1 Palopo

2020 ◽  
Vol 1 (2) ◽  
pp. 114-121
Author(s):  
Ashar Daung Allo ◽  
Wahibah ◽  
Magfirah Thayyib
Keyword(s):  
Sampling Technique ◽  
First Grade ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Writing Test ◽  
Story Mapping ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control

The purpose of this research was to find out whether the use of story mapping technique effective to improve students’ writing recount text at the first grade of SMAN 1 Palopo. This research applied quasi experimental. The research was carried out in two classes, experimental and control classes. The population of this research was the first grade students of SMAN 1 Palopo. The samples of this research were Class X MIPA 2 as a control class and Class X IPA 3 as experimental class. The sampling technique in this research was random sampling. The instrument of this research was writing test. The writer gave pretest and posttest to the students. The data was analyzed by using SPSS 20.The result of this research showed that the use of story mapping technique in teaching writing recount text is effective. It could be seen from the result of calculation that the students’ score in experimental class which was higher than students’ score in control class. The mean score of posttest in experimental class was higher than the mean score of pretest (76.7667>61.6667). While in control class the mean score of posttest was also higher than the mean score of pretest (71.0667>67.8000). It means that there was significant difference between the students’ score in teaching writing recount text by using story mapping technique and students’ score in teaching writing recount text without using story mapping technique at the first grade of SMAN 1 Palopo.

Sign in / Sign up

Export Citation Format

Share Document