Improving Students’ Writing Skill by Using Wholesome Scattering Game

The aim of this research is to describe the implementation of Wholesome Scattering Game in improving students’ writing skills on descriptive text and to find out whether there is a significant difference between students who were taught by using Wholesome Scattering Game and the students who were not. This research used quantitative approach focusing on experimental research which was conducted at SMAN 2 Sungaiselan in academic year 2019/2020. The researcher used purposive sampling technique and two classes were taken as samples, with 69 students (35 students for the control group and 34 students for the experimental). The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. The finding showed that the students who were taught by using Wholesome Scattering Game got higher score than those who were taught by using non-Wholesome Scattering Game. It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. It could be concluded that there was a significant difference between students who were taught by using Wholesome Scattering Game and the students who were taught without using Wholesome Scattering Game.

An Analysis of Students’ Grammatical Errors in Writing Procedure Texts

This study investigated the common types of grammatical errors made by 3rd grade of secondary male and female students at SMP Muhammadiyah Pangkalpinang in writing procedure texts and to find out whether there was any significant difference in the errors committed by the students when grouped according to gender. The researcher specified this study in writing procedure text which focused on their errors. The research method used was quantitative. The samples of this study were 30 students that were taken from 9th grade of SMP Muhammadiyah Pangkalpinang. The data was obtained from the sentences written by the students and by means of the test. In this study, the result of the test was analyzed by paired sample t-test. In accordance with the result analysis, the study revealed two major findings. The result showed that there was a significant difference in the errors committed by the students when grouped according to gender. Therefore, the data further means that gender affects the number, and percentage of errors committed by the students.

Improving Students’ Reading Comprehension Text through Concept-Oriented Reading Instruction (CORI)

The aim of this research is to know the implementation of Concept-Oriented Reading Instruction (CORI) in improving students’ reading comprehension of analytical exposition text and to find out whether there is a significant difference between students who were taught by using CORI and those who were not. This research used quantitative approach with experimental research which was conducted at an Islamic High School in Kemuja, Bangka Belitung Province. The researcher used purposive sampling technique and two classes were taken as the sample. The result of the test was analyzed by using statistical analysis of paired sample t-test and independent sample t-test. The result showed that the students who learned by using CORI got higher score than those who did not. It could be seen from the result of independent sample t-test of students’ post-test between experimental group and control group, the t-obtained in equal variences assumed was 2.385, and the significant (2-tailed) was 0.023. Since t-obtained was higher than t-table (2.385 > 2.036) and the significant (2-tailed) was lower than computation with level significant (0.023 < 0.05). Based on the fact above, it could be concluded that CORI significantly improved the students’ reading comprehension.

Using Star (Select, Teach, Activate and Revisit) Strategy to Increase Vocabulary Mastery of Eighth Grade Students

The objectives of this study were: (1) to describe the implementation of STAR (Select, Teach, Activate and Revisit) strategy of the eighth grade students of MTs N 1 Bangka, and (2) to find out whether there was any significant difference in vocabulary mastery between the students who were taught by using STAR strategy and the students who were taught without STAR strategy. This study was focused on vocabulary mastery. The total number of sample was 64 students. In this study, the researcher used experimental research method with a quasi-experimental design. The result showed that the students’ vocabulary mastery significantly increased. It could be seen from the pre-test and post-test mean score. Furthermore, the result of independent sample t-test of students’ post-test between experimental group and control group showed that the t-obtained was higher than t-table (2.547 > 2.00) and the p-output was lower than computation with level significant 0.05 (0.014 < 0.05). It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It could be concluded that STAR strategy was effective to increase students’ vocabulary mastery.

Students’ Writing Anxiety and Its Correlation with Their Writing Performance

The objectives of this study were to find out: (1) the dominant aspect in writing anxiety, (2) the correlation between students’ writing anxiety and their writing performance, (3) the differences between male and female students in students’ writing anxiety of the twelfth grade students in Pangkalpinang, Bangka Belitung. The sample of this study was 80 students The instruments used were writing anxiety questionnaire and a writing test. The results showed that, cognitive was the most dominant aspect. There was a fair significant correlation between students’ writing anxiety and writing performance. T-score was -0,430 and T-table was 0,283. The result showed that, there was a negative and strong enough correlation between the students’ writing anxiety and their writing perfomance. English learning anxiety gave positive influences to the students’ writing performance, not necessarily bad result to writing but drove the students to get motivation to be better from others. In addition, the result of writing anxiety showed that the mean score of male students was 100,27 and the females got 102,60. So, there was a significant difference between male and female students. Thus, the teachers are suggested to increase students’ self-confidence so that students’ writing results are maximized.