scholarly journals Helping Students to Write Better through Reading and Writing Connections Strategy

2018 ◽  
Vol 7 (6) ◽  
pp. 23
Author(s):  
Erlina ◽  
Rita Hayati ◽  
Hariswan Putra Jaya
Keyword(s):  
Sampling Method ◽  
English Education ◽  
Writing Achievement ◽  
Study Program ◽  
Essay Writing ◽  
Reading And Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Or Organization

One of the causes of students’ difficulties in writing is related to the lack of knowledge on how to write. This might be caused by the lack of awareness that a piece of writing might have its own pattern or organization of ideas depending on the topic. Therefore, students need to be exposed with different kinds readings materials in order to develop their awareness on how writing is developed into differrent kinds of patterns of ideas. This study is intended to help students improve their writing achievement especially in writing an essay by integrating the reading and writing activitivities. The students involved in an integrated reading and writing activity in order to help the students develop their writing skills. This study involved 16 students of English Education Study Program who took the writing 3 course. Therefore, convinient sampling method is applied. The results of this study showed that there was an improvement in the students’ writing achievement in means from 63.3 in pretest to 79.8 in the post test. The results of the paired-sample t-test also confirmed that there is a significant difference in students’ essay writing achievement before and after they were taught by using reading and writing connections strategy. Organization of ideas, focus and detail, and voice are the aspects which were mostly developed after the treatment. Therefore, it can be concluded that reading and writing connections strategy is effective in improving students’ essay writing achievement.

scholarly journals Enhancing Descriptive Writing Achievement of Tenth Graders by Using Internet Meme Picture

2019 ◽  
Vol 5 (2) ◽  
pp. 176-190
Author(s):  
Rita Inderawati ◽  
Dea Ariani ◽  
Muslih Hambali
Keyword(s):  
English Education ◽  
T Test ◽  
Writing Achievement ◽  
Paired Sample ◽  
Tenth Graders ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Descriptive Writing

ABSTRACTThe objectives of this study were to find out whether or not: (1) there was a significant difference in Descriptive Writing achievement after the tenth grade students of SMA Negeri 1 Indralaya Utara were taught by using internet meme picture and (2) there was a significant difference in Descriptive Writing achievement between the students who were taught by using internet meme pictures and those who were not. The samples of this study were X MIPA 1 and X MIPA 2 with the total number of 64 students. To collect the data, each group was given pre-test and post-test of writing. The data were analyzed by using Paired Sample t-test and Independent Sample t-test in SPSS version 22. The results from Paired Sample t-test showed that there was a significant difference in Descriptive Writing achievement before and after the tenth-grade students of SMA Negeri 1 Indralaya Utara were taught by using Internet Meme Picture. The result from Independent Sample t-test of the post-test in both experimental and control groups showed that there was a significant difference in Descriptive Writing achievement between the students who were taught by using Internet Meme Picture and those who were not as the r-value both of Paired Sample t-test and Independent Sample t-test results were lower than 0.05 (0.000 < .05).  ABSTRAKTujuan penelitian ini adalah untuk mengetahui apakah: (1) ada perbedaan yang signifikan dalam menulis deskriptif setelah siswa kelas sepuluh SMA Negeri 1 Indralaya Utara diajarkan dengan menggunakan Internet Meme Picture dan (2) ada perbedaan yang signifikan dalam penulisan deskriptif antara siswa yang diajar dengan menggunakan Internet Meme Picture dengan mereka yang tidak. Sampel penelitian ini adalah kelas X MIPA 1 dan X MIPA 2 dengan jumlah total 64 siswa. Untuk mengumpulkan data, setiap kelompok diberikan pre-test dan post-test penulisan. Data dianalisis dengan menggunakan Paired Sample t-test dan Independent Sample t-test dengan SPSS versi 22. Hasil dari Paired Sample t-test menunjukkan bahwa ada perbedaan yang signifikan dalam penulisan deskriptif sebelum dan sesudah siswa kelas X SMA Negeri 1 Indralaya Utara diajarkan dengan menggunakan Internet Meme Picture. Hasil Independent Sample t-test dari post-test di kedua kelompok yaitu eksperimen dan kontrol menunjukkan bahwa ada perbedaan yang signifikan dalam prestasi penulisan deskriptif antara siswa yang diajar dengan menggunakan Internet Meme Picture dan dengan mereka yang tidak. Nilai kedua t-test yaitu hasil Paired Sample t-test dan hasil Independent t-test lebih rendah dari 0,05 (0,000 <0,05).How to Cite: Inderawati, R., Ariani, D. N., Hambali, M. (2018). Enhancing Descriptive Writing Achievement of Tenth Graders by Using Internet Meme Picture. IJEE (Indonesian Journal of English Education), 5(2), 176-190. doi:10.15408/ijee.v5i2.7666. Inserted: -

scholarly journals Penggunaan Crazy Story Game untuk Meningkatkan Motivasi Mahasiswa Berbicara dalam Bahasa Inggris

2020 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
Nurdiana Nurdiana
Keyword(s):  
English Education ◽  
Control Group ◽  
Study Program ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Research Findings ◽  
Preliminary Study ◽  
And Control ◽  
Cluster Random Sampling

Various ways and efforts have provided by Speaking lecturers to increase students’ motivation, especially in Speaking. However, based on a preliminary study, researchers found that students' speaking motivation was still considered insufficient. For that, the researcher applied a game, namely Crazy Story. The purpose of this study was to see how students’ motivation who were taught and not taught using Crazy Story Game and to find out whether there was a significant difference between students’ motivation who were taught and not taught using Crazy Story Game. This research was an experimental research. This type of research was a quasi-experimental study using an unequal group design. This study consisted of two groups, namely experimental and control group. The population of this study were students of the third semester of the English Education Study Program. Two groups (classes) of students consisted of 60 people were taken as samples using cluster random sampling. The two groups of students were both given a questionnaire to see their motivation in speaking before and after implementing Crazy Story Game. The data collection techniques were questionnaire and observation. Questionnaire was used to determine students’ motivation in speaking English. Meanwhile, observation was used to see the learning process of Speaking by using Crazy Story Game. From the research findings, it was obtained that the Speaking Motivation data of students who joined the experimental class increased by 4.75%. Meanwhile, students’ speaking motivation who joined the control class only increased by 0.98%. The result of data analysis from T-test was 2.028. This result was compared with the t table with a df (Degree of Freedom) level of 78, namely 1.99. Because t count t table (2.028 ≥ 1.99) and the significance was (0.046 0.05), H0 was rejected and Ha was accepted. The researcher concluded that there was a significant difference between students’ motivation those who were taught and not taught using Crazy Story Game.

scholarly journals THE EFFECTS OF PLACE-BASED PROCESS GENRE MODULE (PBPGM) ON ESSAY WRITING ACHIEVEMENT AMONG FORM FOUR RURAL NATIONAL SECONDARY SCHOOL ESL LEARNERS

2021 ◽  
Vol 6 (43) ◽  
pp. 169-188
Author(s):  
Abd Halib Mohd Ali ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din ◽  
Irma Wani Othman
Keyword(s):  
Rural Students ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Esl Learners ◽  
Experimental Group

Essay writing is known to be a difficult skill among ESL learners, particularly rural students. The present study aims to measure the effects of a Place-Based Process Genre Module (PBPGM) on form four rural ESL learners’ persuasive and expository essay writing from the lens of Sociocultural Theory. A mixed-methods approach adopting a pre-test post-test control group quasi-experimental is employed to determine the significant difference and the Cohen’s d effect size. Purposive random sampling is used, and 30 students in control undergo the conventional teaching, and 30 students in the experimental group undergo a 16-hour intervention of the module. The results of the study indicate that there are significant differences and large effect sizes between the two groups. The experimental group outperforms the control group in both genres. The present study contributes to the field of teaching essay writing to rural ESL learners. The study recommends that process genre approach combined with place-based model texts be incorporated to strengthen and diversify scaffolding for teaching essay writing.

scholarly journals News as authentic materials to improve essay writing in a hybrid learning setting

2021 ◽  
Vol 8 (3) ◽  
pp. 1194-1208
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan
Keyword(s):  
Classroom Interaction ◽  
Hybrid Learning ◽  
Authentic Materials ◽  
Test Analysis ◽  
Essay Writing ◽  
Global Issues ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The One

This study aimed to investigate the effect of using news as authentic materials for essay writing skills. This experimental study employed the one-group pre-test and post-test design to 18  fourth-semester students who joined the Essay Writing Course in one of the universities in Indonesia. These students were selected through systematic random sampling and went through treatments for 12 meetings where they were taught in a hybrid learning setting. The first four meetings used the conventional face-to-face classroom interaction. The rest of the meetings were done online because of the outbreak of COVID 19. The instruments to collect data were tests and documentation. Before they were given to the students, the teaching materials, pre-test, and post-test designs were tested and validated. The authentic materials were news texts about global issues such as poverty, environmental protection, gender, race and ethnicities, and diseases. Two raters scored the students’ writing by using Jacobs ESL Composition Profile. The researchers used IBM SPSS 25 software to analyze the data. The results of a paired sample t-test analysis showed that there was no significant difference in the students’ writing scores before and after using news as authentic materials (p = .959 α = 0.05). The paper further discusses the implications of this study for theoretical and practical use. 

scholarly journals IMPROVING STUDENTS’ WRITING ABILITY BY USING LIST, INQUIRE, NOTE CASE STUDY AT AKADEMI ANALIS KESEHATAN MUHAMADIYAH

Jurnal Medika ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 32-36
Author(s):  
Fitri Arniati
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Writing Achievement ◽  
Writing Ability ◽  
Second Grade Students ◽  
Score Analysis ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

This research aimed at findings out whether or not the students were able to improve their writing strategy and whether the students able to use  List, Inquire and Note Strategy in writing or not. This research used a pre – experimental method  with one group pre – test and post – test  design. The population was the second grade  students of Analkes Muhammdiyah Makassar.  The sample were 24 students by using purposive sampling by taking one class . The data was analyzed into precentage, mean score analysis and value of t – test. The result of the data analysis showed that the students’ writing achievement, in pre – test was X1 = 54,6 and post – test X2 = 71,1. The result of the t – test value was (24,19) is greater than the t – table value was (2,601) this indicates that the null hypothesis (H0) is rejected and the alternative  hypothesis (H1) is accepted. There is significant difference of the students’ writing achievement before and after presenting  materials by using LINK strategy. Based on the findings  and discussions of the research the writer concludes  that  using List, Inquire, Note,  Strategy can improve the ability of the students of Analkes Muhammadiyah in writing.

scholarly journals The Effect of Reading Newspaper and Short Stories on Students’ Vocabulary Size at Cenderawasih University Setting

2020 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Erfin Wijayanti
Keyword(s):  
Short Stories ◽  
Short Story ◽  
English Education ◽  
Vocabulary Size ◽  
Study Program ◽  
Significant Difference ◽  
Education Study ◽  
Before And After ◽  
Quasi Experimental ◽  
Newspaper Group

This study aimed to investigating the effect of reading newspapers and short stories on students' vocabulary size and whether there is a significant difference between students who read newspapers and short stories at third semester of English Education Study Program in Cenderawasih University. The method of the research was quasi-experimental.  The sample of the research was the students of third semester English Education Study Program at Cenderawasih University. It consisted of 36 students who were divided into two groups, i.e., Newspaper group and Short Story group, which were given the texts as a treatment based on their name's group. The test -2,000-VLT design of Nation- was used as the primary instrument test to measure the students' vocabulary size before and after given treatment. After analyzing the data, both groups demonstrated a significant increase in vocabulary size. The Newspapers group increased from 1,206 to 1,556 words, while the Short Story group shows the mean 1,134 words moved up to 1,469 words. However, the T-test shows that the vocabulary size of both the Newspaper group and Short Story group is not different significantly. Keywords: Effect, Vocabulary Size, Reading, Newspaper, Short Story 

scholarly journals The Effects of Process-Genre Approach on Academic Writing

2019 ◽  
Vol 4 (2) ◽  
pp. 89
Author(s):  
Rabiat Ajoke Alabere ◽  
Aspalila Shapii
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Essay Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.

scholarly journals A Correlation between Self-Confidence and Essay Writing Achievement

1970 ◽  
Vol 5 (2) ◽  
pp. 154-166
Author(s):  
ROY MARDIANSYAH
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
English Education ◽  
Language Teachers ◽  
Writing Achievement ◽  
Study Program ◽  
Text Book ◽  
Essay Writing ◽  
Self Confidence ◽  
English Language Teachers

This study investigated the correlation between self-confidence and essay writing achievement, and investigated the influence of self-confidence on essay writing achievement of undergraduate English education study program students of one University in Palembang. The design was a quantitative research. The sample of this study was taken from all fourth semester students. The total number of the students was 134 students. Since 10 were absent, the sample of this study was 124 students. The data were obtained from self-confidence questionnaire and writing test. Descriptive statistic, Pearson Product Moment correlation and regression analysis were administered to find out the correlation and the influence between variables. The result indicated that there was a significant correlation between students’ self-confidence and essay writing achievement with r-obtained was (.620). It was higher than r-table (.176). Besides, there was also a significant influence of self-confidence on essay writing achievement with 38.5%. This study could have implications for English language teachers or lecturer, learners, and text book writers.

scholarly journals STORY CIRCLE TECHNIQUE TO HELP NON-ENGLISH MAJOR STUDENTS IN WRITING NARRATIVE TEXT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Abdul Aziz Rifaat
Keyword(s):  
Sampling Technique ◽  
Test Design ◽  
Science Program ◽  
Writing Achievement ◽  
Nursing Science ◽  
Significant Difference ◽  
Before And After ◽  
English Major ◽  
Post Test ◽  
Academic Year

The objective of this study was to find out the significant difference of the students in writing achievement before and after using Story Circle technique. The second objective was to find out the improvement of the students in writing achievement before and after Story Circle technique. The pre-experimental method through one group pre test-post test design was used in this study. The population and sample of the study was all 3rd semester students of S1 Nursing Science program at STIK Siti Khadijah Palembang in academic year 2018/2019. The total number of the population and sample was 35 students. The sample was taken by using total sampling technique. The tests were administrated twice as pre-test and post-test. After the pre-test was administered, the treatment was implemented. The post test was given after the treatment. The results of the tests were analyzed by using t-test through SPSS (Statistical Package for Social Science) program. The result of the study showed that there was a significant difference of the students in writing achievement before and after implementing Story Circle technique. It can be concluded that Story Circle technique could improve 3rd semester students’ writing achievement at of S1 Nursing Science program at STIK Siti Khadijah Palembang in academic year 2018/2019.

scholarly journals TEACHING RECOUNT TEXT WRITING THROUGH THE USE OF PARALLEL WRITING TECHNIQUE TO THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT, NUSA CENDANA UNIVERSITY, KUPANG, NTT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Liunokas Yanpitherszon
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
Learning Activity ◽  
Education Department ◽  
Study Program ◽  
Writing Test ◽  
Significant Difference ◽  
Post Test ◽  
Level Of Significance

This research deals with the students’ ability in writing descriptive text through outdoor learning activity at the sixth semester of English language education study program of Palopo Cokroaminoto University. The population of this research is the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT. Writing test is the instrument of this research. Based on the findings and discussion.  Based on the findings and discussion, the researcher concludes that the use of parallel writing technique is effective in developing students’ vocabulary in writing at the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT.  It was proven by there was a significant difference between the students’ mean score of pretest and posttest. In pretest, the students’ mean score is 26 and the students’ score in posttest is 51. In addition, the result of statistical analysis for level of significance (p=0.05). The probability value was smaller than α (0.00<0.05). it indicated that there is significant differences between the result of pre-test and post-test after giving treatment in building students’ vocabulary in writing by applying parallel writing technique to the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT.

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