scholarly journals Film as A Media Used by Teachers to Teach Writing for Tertiary Level Students

2018 ◽  
Vol 1 (2) ◽  
pp. 180-192
Author(s):  
Ardayati Ardayati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Writing Test ◽  
Writing Skill ◽  
Cluster Random Sampling

The aim of this research was to find out whether or not it was significantly effective to use film as a media in teaching writing for tertiary level students. This study used preexperimental method which was focused on writing skill at the eleventh grade students of Senior High School Tugumulyo. The writer formulated two hypotheses; they were null hypothesis (Ho) and the alternative hypothesis (Ha). There were 352 students from nine classes as the population of this study. The sample was taken through cluster random sampling. The result was XI IA.2 class which consisted of 37 students. In this case, the writer collected the data by using writing test. Based on the findings, the result showed that tobtained was 6.38 where ttable was 1.697. It showed that tobtained was higher than ttable (tobtained more than ttable). Finally, the writer concludes that it was significantly effective to use film as  media in teaching writing at the eleventh grade students of Senior High School Tugumulyo. Keywords: teaching writing, film, media.

scholarly journals The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest

2018 ◽  
Vol 2 (3) ◽  
pp. 248-258
Author(s):  
Rahayu Meliasari ◽  
Ngadiso Ngadiso ◽  
Sri Marmanto
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Random Sampling ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Strategy ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.

scholarly journals The Effectiveness of Guided Reciprocal Peer Questioning (GRPQ) in Teaching Writing Viewed from Creativity

2019 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
Furqon Edi Wibowo
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Writing ◽  
Second Grade ◽  
Writing Test ◽  
Second Grade Students ◽  
Writing Skill ◽  
Free Writing ◽  
Research Findings ◽  
The Subject

The research method was experimental. The subject of the research is the second grade students of science 1 and the second grade students of science 2. Each of them consists of 30 students. The second grade students of science 2 are as experimental class who were taught using GRPQ technique and the second grade students of science 1 are as control class who were taught using Free Writing technique. The data were in the form of quantitative data and they were taken from a test. They are the scores of students’ writing test after having nine times treatment for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test. Based on the result of data analysis, the research findings are: (1) The GRPQ technique is more effective than Free Writing technique to teach writing for the second grade students of senior high school; (2) The writing skill achievement of the students having high creativity is better than that of those having low creativity; and (3) There is an interaction between teaching techniques and students’ creativity. Based on these research findings, it can be concluded that GRPQ technique is an effective technique to improve the writing skill of the second grade students of senior high school.

scholarly journals PROFILE OF HIGH TOUCH IN THE APPLICATION LEARNING PROCESS

2015 ◽  
Vol 5 (1) ◽  
pp. 65
Author(s):  
Ali Mashari
Keyword(s):  
High School ◽  
Learning Process ◽  
Random Sampling ◽  
Quantitative Method ◽  
Sampling Technique ◽  
Senior High School ◽  
T Test ◽  
Opinion Score ◽  
Teachers And Students ◽  
Cluster Random Sampling

Abstract: This research generally aims to get brief description of application high touch in learning process. This research is conducted by descriptive quantitative method.  The population is all teachers and students at senior high school. Samples are taken by using stratified cluster random sampling technique. The percentage, correlation and t test. The results of this research reveal that application high touch  in learning process less and teachers’ opinion about high touch implementation as implication of teachers’ understanding toward learning process differ significantly with students’ opinion. In general, teachers’ opinion score is higher compared with student’s opinion scoreKeywords: high touch, learning process, students 

scholarly journals The Correlation Between Students’ Creativity And Their Writing Skill At Ma Nw Peseng

2020 ◽  
Vol 5 (6) ◽  
Author(s):  
Agus Salim ◽  
Tawali Tawali ◽  
Sudirman Sudirman ◽  
Wari’ah Wari’ah
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Second Grade ◽  
Writing Test ◽  
Verbal Creativity ◽  
Second Grade Students ◽  
Writing Skill ◽  
Sample Technique ◽  
Level Of Significance ◽  
Cluster Random Sampling

This research was aimed to find out the correlation between students’ creativity and their writing skill. The kind of this research was simple correlational study (quantitative approach). The population of this research was 77 of the second grade students of MA NW Peseng. The sample of this research was 21 consist of one class. The sample technique that used in this research was cluster random sampling technique by using lottery. The intruments that was used in this research were tests, that were verbal creativity test and writing test. Then the technique that used in analyzing the data was Pearson Product Moment formula. From the research, the r of xy score was higher than r-table (0.829>0.456) in 5% and 1% level of significance. Based on the result of this research, it could be concluded that there was a significant correlation between students’ creativity and their writing skill meant Alternative Hypothesis (Ha) was accepted and Null hypothesis (H0) was rejected.     

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 STUDY OF THE STUDENTS’ ABILITY TO USE PUNCTUATION IN WRITING SKILL

2017 ◽  
Vol 5 (02) ◽  
pp. 118
Author(s):  
Ika Nuriyanti ◽  
Fitrah Yuliawati
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Senior High School ◽  
Teaching Writing ◽  
Average Value ◽  
Writing Skill ◽  
X State

Writing is one of the skills in English that should be mastered by students.  Writing is means of communication whereby writing transmit idea to the reader.  There are many steps in teaching writing skill. One of the steps is the teaching of punctuation.  Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing.  The research was conducted at Senior High School in Pamekasan. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation. Based on the result of research, it can be concluded that the used punctuation in writing skill in the second semester students of class X state senior high school in Pamekasan couldn’t used punctuation in writing, it showed by the data the average value of student’ couldn’t used punctuation correctly were 73 %. Students’ still confuse or didn’t know used punctuation, and the  meaning of the text listed on the sentence that use at the and of sentence or continue with other sentence, and also between declaration and question.

THE USE OF PERSONAL VOCABULARY NOTE (PVN) TO TEACH VOCABULARY

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aulyahaq Tiabarte ◽  
Yohanes Gatot Sutapa ◽  
Eni Rosnija
Keyword(s):  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Research Population ◽  
Written Test ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
Vocabulary Achievement

The objective of this study is to discover the effect of Personal Vocabulary Note (PVN) on the students vocabulary achievement. This form of research is a pre-experimental study. The research population on this research was the eighth-grade students that consisted of 43 students of SMP Negeri 1 Mempawah Timur. By using cluster random sampling, the sample was VIII B class, consisted of 21 students. The data on this study was gathered through a written test in form of multiple choice. The data showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, means that Personal Vocabulary Note (PVN) affect significantly in teaching vocabulary for the eighth-grade students in SMP Negeri 1 Mempawah Timur. The result of t-test was 12.61. It was higher than t-critical(12.61 > 2.086). Finding also showed that the score of the effect size of the treatment was 2.73 and categorized as strong effect. It can be concluded that Personal Vocabulary Note (PVN) give a strong effect on vocabulary achievement of the eighth-grade students of SMP Negeri 1 Mempawah Timur in Academic Year 2019/2020.

scholarly journals PLEASE Strategy for Teaching Writing Viewed from Students' Self-Esteem

2021 ◽  
Vol 2 (2) ◽  
pp. 309-319
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Secondary School ◽  
Random Sampling ◽  
Self Esteem ◽  
Teaching Writing ◽  
Effective Strategy ◽  
Writing Test ◽  
Tukey Test ◽  
Innovative Materials ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

This research aims to investigate whether: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. This research was done at a state secondary school located in Sragen, Jawa Tengah, Indonesia. Cluster random sampling was employed to get the sample consisting of two classes. PLEASE strategy was used in the experimental class meanwhile RAFT strategy was employed in the control class. The students in each class were categorized into students having high self-esteem and low self-esteem. Writing test and self-esteem questionnaire were utilized to gather data. Multifactor Analysis of Variance ANOVA 2 x 2 test and Tukey test were employed to analyze the data after normality and homogeneity tests were undergone. The results indicate that: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. It suggests that PLEASE strategy is an effective strategy for writing compared to RAFT strategy. Further researches comparing PLEASE strategy to other strategies, techniques, or methods and collaborating it with media and innovative materials for writing are encouraged.

scholarly journals The Correlation Between Studeerest And Structure nts’ Learning IntMastery and Students’ Reading Skill

2018 ◽  
Vol 6 (3) ◽  
pp. 353
Author(s):  
Septian Tri Wijayanti Fatimah ◽  
Muh. Asrori ◽  
Ngadiso Ngadiso
Keyword(s):  
High School ◽  
Data Analysis ◽  
Random Sampling ◽  
Reading Skill ◽  
Senior High School ◽  
Correlational Study ◽  
Teaching Reading ◽  
Positive Correlation ◽  
Learning Interest ◽  
Cluster Random Sampling

<p>The objective of this research is to find out whether there is a correlation between (1) students‟ learning interest and students‟ reading skill; (2) students‟ structure mastery and students‟ reading skill; and (3) students‟ learning interest, students‟ structure mastery simultaneously, and students‟ reading skill. This correlational study involved 36 students at one of state senior high school in Sukoharjo. The technique of choosing the sample was cluster random sampling. Data were collected through questionnaire and test. Single and Multiple Regresssion and Correlation were used to analyze the data. The result of the data analysis shows that: (1) there is a positive correlation between students‟ learning interest and students‟ reading skill; (2) there is a positive correlation between students‟ structure mastery and students‟ reading skill; and (3) there is a positive correlation between students‟ learning interest, students‟ structure mastery simultaneously, and students‟ reading skill. It means that students‟ learning interest and students‟ structure mastery cannot be neglected in teaching reading skill.</p>

scholarly journals Redirecting EFL writing instruction through mind mapping technique in senior high school

2020 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Besral Besral ◽  
Sari Yustina Luli ◽  
Yola Veranita Putri
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Post Test ◽  
And Control

The purpose of this research was to see the effects of Mind Mapping Technique toward students’ writing ability especially in writing descriptive text.  The results of Post-test experiment and control class were used to confirm the hypothesis. The population of this research was all of the students at X grade of  Senior High School 3 Padang Panjang, consisting of 96 students who spread in 3 classes. Two classes were taken as sample by using cluster random sampling.  Writing test was used to collect the data. The treatments were done in six meetings. The data of this research were analyzed by using Statistical Product and Service Solution (SPSS) Program. The result showed that the mean score of students’ post-test at experimental class was (65.94) higher than those of control class (58.16). The  calculation of the test showed that t-calculate was (8.27) higher than t-table (1.67) at the significant level of .05 meaning that students who were taught through Mind Mapping technique produced better writing skills in descriptive text.  It can be concluded that teaching writing by using mind mapping technique gave significant difference on students’ writing ability at X grade of Senior High School 3 Padang Panjang. Therefore it is recommended that English teachers should use this technique to improve students’ writing ability. 

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