ABSTRACT . The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writingskill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while stu dents’ writingskill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 (< 0.05). It means that H o was rejected and H a was accepted. Therefore, it could be
The English teaching learning process at the first year of SMA Muhammadiyah 5 Juwiring still meets some difficulties in the implementation. Most of the students’ still feel strange and face some difficulties with English lesson especially in developing paragraph for example, how to structure a group of words into a phrase, or make a phrase into clause, a clause into a sentence, and a sentence developed into a paragraph. This failure of the English teaching learning process at the first year of senior high school may be affected by many factors, such as, the teaching technique, the teaching media, the students itself, the environment, and etc. The problem of teaching English as a foreign language has become an interesting subject to investigate. Being a foreign language, English is very difficult to be studied. In this research the writer try to use text report in descriptive paragraph to improve students’ writingskill. These materials are very essential to write a longer text such as a text report. In terms of writing a text report, it commonly contains more than one paragraph, related to each other.
The research findings show that Four Square Writing M ethod could improve: (1) students’ writingskill of recoun t text (2) classroom situation. Related to the improvement of (1), it includes: (a) The students had fewer difficulties in exploring ideas to write (b) They also made fewer mistakes in constructing new sentences using simple past tense (c) Their word choice got richer after the research (d) They were able to differentiate the generic structure of recount text and use the appropriate word transition (e) They were able to use the appropriate word order in their sentences. Concerning on the improvement of (2), it comprises: (a) The students seldom complained when they were asked to write (b) They were able to answer teacher’s questions and being active to ask questions to the teacher (c) They did not refuse to present their writings in front of the class (d) They spent shorter time and were able to finish the writing on time (e) They paid attention to the teacher, students did not look bored or make noise. Besides the two findings above, there were other findings as follows: (3) The students greeted the researcher outside the class (4) They asked the researcher to teach them longer.
Acquiring writingskill needs a lot of practices, and to produce a piece of writing needs a long process; hence, the appropriate method of the teaching and learning is very important to help students master writingskill. This article aims at reporting a research on the implementation of Student Teams-Achievement Division (STAD) as an alternative teaching method to improve students’ writingskill. Through Classroom Action Research design, the researcher did the research at fourth semester students of English Education study program of STAIN Kediri in academic year 2012-1013. The research procedures are planning, implementing, observing, and reflecting. The findings show that the implementation of STAD can improve the students’ writingskill which were indicated by the high percentage of the students’ active involvement and positive response on the implementation, and the students’ product of writing in which all of writing components can achieve good level in marking scheme as the minimum level.
This article describes a classroom action research held in writing class using a four- phase technique to improve the eleventh grade students’ writingskill and improve classroom situation. The method used in the research is classroom action research was conducted in two cycles. Each cycle included four stages: planning, implementing, observing, and reflecting. The research data were collected by using observation, interview, document, photograph and test (pre-test and post-test). The data were analyzed through descriptive analysis which consists of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes for the qualitative data and descriptive statistics for the quantitative data. The research findings show that a four-phase technique is able to improve students’ wriitng skill and classroom situation. It shows that there was an improvement of the students’ writingskill before and after the research.
The formula to measure this comparison was using t-test. The result of the t- test formula was 2.434. Since the obtained value (2.434) was higher than the table value (1.67); that was = 2.434 > 1.67, it means that the null hypothesis was rejected. The result proved that students' writingskill taught by using monolingual dictionary were better than students taught by using bilingual dictionary.
127 The students’ writingskill improved because by e-mail provides the opportunity for students to improve their knowledge of the use of punctuation, capital letter, and mechanical writing. E-mail cannot be separated from computer because e-mail is one of program provided in internet soft ware application. When they type the assignment or message on the computer before sending it via e-mail, they can check and proofread the use of punctuation, capital letter, and mechanical writing correctly. They can also check the synonym, antonym, and even the meaning of the words electronically. It means that they save their valuable time in writing text. Gil Lavitov (2008: 1) said that by writing text on the e-mail, the students could utilize the E-mail Grammar Correction Software which helps on checking, correcting, and constructing their English sentences so they become accurate, clean, and fluent. He also said that by using e-mail grammar checker, the students can easily find several advantages namely: (1) automatically identify sentences construction problems that may have been missed during a manual proofreading; (2) Assisting students assimilating English grammar rules; (3) Improving students’ self confidence with their writing.
The aims of this research are to find of reading intensity, to examine the student’ wr iting skills, and to probe th e influence of the students’ reading intensity toward the students’ writingskill. By applying descriptive quantitative approach and using correlation research, the subject of the study are the third year students of SMP N 1 Grabag, Kab. Magelang, in the academic year of 2008/2009. Meanwhile, the sample of the research are 40 students of two classes that are taken by applying stratified sampling technique. Furthermore, there are two variables that are analyzed. They are students’ reading in tensity as independent variable and students’ writingskill as dependents variable. Based on the calculation of the critical r in the level of significant of 5%, the writer found that rxy aritmethical is higher than rxy table. Therefore, there is influence of reading intensity toward writingskill. Keywords: Reading, Intensity, Writing
The tenth grade students at SMA Alkhairaat Kalukubula faced some problems relating to their writing. Here students could not develop their ideas, they did not master the use of grammatical sentence well, and they are lack of vocabulary. Those were the crucial things that they cannot master well. The teachers have to give support and guidance to improve their writingskill. To help the students to improve their writingskill, the teacher should apply a good medium. A good medium in teaching writing could influence students’ writingskill. There are many media that could be used in teaching and learning process. One of the media is diary writing in which the teacher would show the students the example of a diary, and also the teacher could ask the students to identify the tenses used on the diary. It will help students to warm up and to organize students’ ideas. A teacher of English plays an important role in teaching writing in order to improve students’ writingskill. She or he needs to train, motivate, and help the students very often if they found difficulties in writing.
The effectiveness of sharing or giving information could be seen when person tries to communicate with other persons in written forms. The writer thinks that the information could be effective if the readers understand what writer says in written form. It is different from spoken form; the speaker speaks to the listener directly. Here, speaker does not have much time to think more. Writing is one of the four language skills: reading, writing, listening and speaking. Writing and speaking are productive skill. That means they involve producing language rather than receiving it. Moreover writingskill is more complicated than others skills in English language. Writingskill is not only talking about grammars and vocabularies but also talking about conceptual and judgment elements. Because of the difficulties, some efforts have been done to solve the problems, the purpose is to make writing becomes easier and interesting to learn for students.
from the research finding that Collaborative Writing method is more effective than Direct Instruction method to teach writing to the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013. Viewed from the students’ creativity, the students having high creativity who are taught using Collaborative Writing method have better writingskill than those who have low creativity. It means that it suitably used for high creativity students. For students with low creativity, Direct Instruction method is more effective than Collaborative Writing method. The teachers need to consider when they teach second language learners. The teachers should make the learning context less stressful by providing a supportive environment, encourage non-threatening teaching techniques, and use relevant topics. They should not only be concerned about the curriculum content but also students’
Abstract: The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed. Keywords: writing process approach, writingskill, essay writing
The Writing Workshop provides the comfortable and clearly elements so that the students will be interested in doing writing. Rog (2010:40) “There are three basic time components in writing workshop such as teaching time, writing time and sharing time”. Teaching time seems like the mini lesson that provides the instruction at the beginning of lesson in Writing Workshop. In writing time the students work and sometimes they do some activities not just like write in their notebook but they confer with a writing partner. The last one is sharing time. In this section, the students publish their writing in sharing time. Based on the explanation, it could be concluded that the Writing Workshop was a technique that gave students the opportunity to write easily. In teaching writing, the teachers should organize or manage the classroom so that the students can be controlled by the teachers. Peha (2003:3) states that “Writing Workshop is a popular technique of organizing a writing class for one simple reason, it works better than any other management system yet devised and it works because it is based on the idea that students learn before they write” . It is very useful in teaching writing because if the teachers apply the Writing
Fort‘ island. Therefore, the student can follow the schematic structure of description text in his writing. It can be seen in the beginning of his writing that he can produce ‗ identification ‘ as indicated by ―I would like to describe about my dream island above. It‘ s name is Great For. This country consists of six main places such as beach, airport, big house, big mountain, harbour, and metropolitan city‖. Hence, he makes ‗description‘ in the rest of his writing signified by employing some useful expressions of description text for example: ―I could live in a big house which is located in small village ‖ , ―this island is surrounded by sea‖ and also ―beautiful beach is located in western of this island‖.
He has conducted several technical writing and tools workshops. He was a Guest Faculty at National Institute of Design-Ahmedabad, Indian Institute of Technology-Mumbai, and Department of Journalism-Pune. He has given talks on technical writing in forums such as TWIN, STC India,
In telling their experiences written in a recount text, students must think about past tense and the stages of recount: orientation, record of events and reorientation (Feez & Joyce, 2000, p. 4-5). To stimulate the students’ writingskill, especially writing recount text, teacher can use several sources such as student experience, book, magazine, television or movie. Teacher can also use different teaching technique for example jigsaw.
Among the four skills of language taught in school, writing is difficult to be learned and taught. Writing is not only drawing some words on a piece of paper and formulating letter together, but also a combination of process and product. It needs a specialization to combine an idea and good product of writing. In producing good writing, writers should fulfill some rules. They should master the terms of vocabulary, choices of word, paragraph organization, and grammar. This process of writing also needs some competencies and skill. This writingskill cannot develop naturally like speaking skill, but it needs to be trained and learned. Writingskill needs some practice and continuous training.