THE EFFECT OF PICTURE SERIES AND STUDENTS LEARNING MOTIVATION ON WRITING COMPETENCY

The purposes of this research are of three folds: first, to closely look into whether there are significant differences in writing achievement; second, the learning motivation of students in writing; third, significant differences in writing achievement between the students with high-learning motivation taught using Picture series technique and those taught by using the conventional technique; and the significant differences in writing achievement between the students with low-learning motivation taught using Picture Series technique and those taught by using conventional technique. This research uses writing achievement test to assess the students’ score in writing. The writing achievement test was administered at the end of teaching learning process to obtain information on the effect of the treatment upon the students’ writing achievement. In this research, it was discovered that there was significant effect of picture series on writing competency as well as the effect of writing competency on high and low learning motivation students who were taught by using guided writing strategy and the conventional strategy.

Efforts to Improve Simple Dialogue Writing Skills Through the Guided Writing Activity Strategy (SAMT) in Class IV Students of SDN Malaka Jaya 06 Pagi

The use of the Guided Writing Activity Strategy (SAMT) method in making a simple dialogue script can be applied by the teacher to optimize the ability of students. SAMT method makes the role of the teacher who so far has only been a giver of assignments will switch in the form of collaboration with students. SAMT method in fifth-grade students of SDN Malaka Jaya 06 Pagi East Jakarta is intended to make efforts to improve the quality of learning, especially on simple dialog scriptwriting skills that are expected to affect improving student learning outcomes in writing simple dialog scripts.

Peningkatan Keterampilan Menulis Tegak Bersambung Melalui Metode Guided Writing di kelas II SDN 02 Macanan

<p>Tujuan penelitian ini adalah untuk meningkatkan keterampilan menulis tegak bersambung pada peserta didik kelas 2 melalui penggunaan metode <em>Guided Writing </em>dalam pembelajaran <em>googlemeet. </em>Setiap siklus pada PTK ini meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian ada 10 peserta didik dan guru kelas 2. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, tes, dan dokumentasi. Tes uji validitas datanya menggunakan triangulasi. Teknik analisis datanya meliputi pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini nilai rata-rata kelas pada pratindakan 54,50 dengan ketuntasan klasikan 30%. Siklus I meningkat nilai rata-rata kelas menjadi 68,13 dengan ketuntasan klasikal 50%. Siklus II meningkat nilai rata-rata kelasnya menjadi 76,13 dengan ketuntasan klasikal 70%. Siklus III meningkat kembali nilai rata-rata kelasnya menjadi 81,39 dengan ketuntasan klasikal 90%. Simpulan penelitian ini yaitu penggunaan metode <em>Guided Writing</em> dapat meningkatkan keterampilan menulis tegak bersambung pada peserta didik kelas II SDN 02 Macanan tahun ajaran 2020/2021.<em></em></p>

THE EFFECT OF GUIDED WRITING ON STUDENTS' WRITING SKILLS

The purpose of this research is to explain whether the effect of guided writing can improve the students’ writing skill. The writer conducted in quasi experiment in this research. There are involving two classes for the research, namely experiment class and control class. The experiment class used guided writing as the technique and the control class without using guided writing. Before starting the treatment, the writer giving pre-test to know how far the students’ ability in writing text. After the writer giving the pre-test, the writer give the treatment to the experimental class, in the case the eighth grade students in class 8. The writer applied the technique or treatment of using guided writing. The next meeting the writer gave post-test to find out whether there was significance effect using guided writing technique toward the writing skill students. the result of the study, the researcher drew two conclusions. The first conclusion is that guided writing can significantly improve the students’ writing skill. In this case, the students could correctly construct sentences based on the grammar explained by the researcher. In general, students are encouraged to practice writing as much as possible. The second point to be concluded is that the implementation of guided writing has improved the students motivation in learning writing.

Involuntary Syntactic Error of Interlingual Word Order When English Rigid Word Order Momentarily Deforms Arabic Clauses

This paper intends to explore the potential momentary influence of English rigid word order on the placement of Arabic preverbal subjects. The idea is that English as a Subject-Verb-Object language has one subject position; thus, it poses no the distribution of determiner phrases in this position. By contrast, Standard Arabic (henceforth, Arabic) uses two different word orders (Subject-Verb/Verb-Subject-(Object), SVO/VSO). As a result, indefinite determiner phrases are not freely distributed in the subject position; that is, they can appear in the postverbal subject position -VSO but not in the preverbal subject position -SVO. Because the two languages use different syntactic word orders and different subject positions, two experimental tasks (an Arabic guided writing task and an English-to-Arabic translation written task) were administered to find out whether the English word order momentarily causes Arabic learners of English to violate their language subject distributions. Analysis of the performance of Arabic native participants in the two tasks revealed two important outcomes: a) when participants were asked to reorder scrambled words into full clauses, they significantly preferred VSO order; in contrast, b) when participants were asked to translate full English clauses into Arabic, they strikingly preferred SVO order violating syntactic parametric (distributional) restrictions on the placement of indefinite determiner phrases. In other words, they used indefinite determiner phrases in the preverbal subject position. Based on the results, the study argues that the improper use of indefinite determiner phrases in the preverbal subject position is not due to the implicit knowledge of Arabic grammar; it is due to the momentary influence of English syntactic word order involuntarily exerted by participants.

COMBINING DIARY AND GUIDED STRATEGIES FOR WRITING DIFFICULTIES

Complexities of English writing still become big challenges for university students who study English as their majority. Diary and guided writing are two strategies which are commonly separately implemented in writing classes. Among the number of the strengths, there must be the weaknesses when Diary and guided strategies are separately practiced for writing class. Implementing diary writing strategy without continuously guidance may not optimally help students reducing the writing difficulties. This study tried to combine both of the strategies to identify and reduce the students’ writing difficulties. First until eight grade students at English study program were randomly selected as the research subjects. Qualitative approach was applied. The data was obtained by implementing diary writing practice combined with the writing guidance during one month as well as observation, in-depth interview and FGD. Result shows that students got difficulties to apply proper vocabulary, grammar, and mechanic in their writing. Grammar was the most difficult aspects. Further, combining diary and guided strategies could reduce the students’ writing difficulties.

Identifying Teaching Writing Strategies Used by English Teachers at SMK N 3 Singaraja During Remote Teaching

The current study was carried out to identify the teaching writing strategies in remote teaching setting. This study was a case study. The study was conducted at SMK N 3 Singaraja. The participants of the current study were X grade English teachers of the 2020-2021 academic year, which consist of four teachers (2 females and 2 males). In conducting the study, observation and interview guide were used. The data were analyzed with guidance of analyzing qualitative data by Miles, Huberman, & Saldana (2014). The findings showed that the teaching writing strategies implemented by English teachers were guided writing, mind mapping, scaffolding, and dictogloss. In this remote teaching setting, English teachers are encouraged to be more creative in designing instruction and carrying the teaching strategies for teaching writing. Further study is suggested to identify teaching strategies used by English teacher in remote teaching for different language skills.

ANALYSIS OF WRITING MATERIAL IN ENGLISH TEXTBOOK FOR THE FIRST GRADE SENIOR HIGH SCHOOL

ABSTRACT Texbook is an important references employed by teachers and students in the learning process. It is supported by Grand as cited in Kayapinar, 2013 states that coursebook try to solve the problem by creating opportunities for learners to use target in the classroom. Considering such situations, an evaluation of existing materials is necessary to reveal the weakness of the textbook and improve in strength Cunningsworth (1995). This study aims to analysis the presentation, and linguistic elements. This study is descriptive qualitative employing a concent analysis. A checklist for evaluation was developed based on criteria proposal by BNSP and Cunningsworth (1995). The findings showed that in terms of writing materials presentation, all of the writing tasks are in the forms of guided writing, in which students are tasked to write responses, in restricted length, to the given prompts. In terms of linguistics elements, they are treated in integrated manner in the textbook. This study indicates that writing tasks in the textbook have been proportionally covered. The findings suggest that independent references for vocabulary and grammar items are necessary for self-study. The topics should be more various as well to provide students with wider chances to get exposed to different contexts.