Improving Students' Ability in Writing Procedure Text Through Demonstration

The objective of this research was to improve the students' ability in writing procedure text through demonstration for the ninth grade students of SMPN 22 Pontianak in academic year 2015/2016. The method used in the research is classroom action research was conducted in three cycles. The observation checklist was used to support the researcher in monitoring the teaching and learning process in the classroom. Field note was used to provide additional data regarding the behavior of students and situation happened in the teaching and learning process. The findings showed that demonstration technique improved the students' ability in writing procedure text. The improvements covered: 1) the students considered writing as an interesting lesson, indicated by their enthusiasm to write, 2) students generated and organized their ideas more easily in a good order, and 3) demonstration improved the students' ability in writing procedure text in terms of grammatical, vocabulary, and sentence structure

The Effectiveness of Teacher Feedback Technique Toward Students Writing Ability (an Experimental Study at SMA Muhammadiyah 2 Metro)

The objective of this research are to examine whether: 1) there is a different between teacher feedback technique and conventional technique toward students\u27 writing ability at the first grade students of SMA Muhammadiyah 2 Metro and 2) the effectiveness of Teacher Feedback Technique toward students\u27 writing ability. This method applied in this research was a quasi experimental research. It was conducted at the first grade students of SMA Muhammadiyah 2 Metro. It consists of 90 students in three Classes. The sample of the research were two classes. Sampel penelitian ini adalah kelas X1 dan X2 yang dipilih menggunakan teknik cluster random sampling. The data were analyzed by using T-Test with Minitab Version 16 and Normalized Gain Test. Based on the result of data analysis, there are some research findings that can be drawn. They are; 1) there is a different between students\u27 writing ability tough by using teacher feedback and conventional technique to the students of SMA Muhammadiyah Metro. Teacher feedback technique is more effective than conventional technique toward students writing ability. 2) the level of effectiveness of Teacher Feedback Technique is 0.32 (medium) and Conventional technique is 0.17 (low)

Developing Students Ability To Write Mathematical Proof By Polya Method

Both writing and reading a proof is equally not easy. Some mathematicians attested that students found difficulties in mathematical proving. Mathematics and mathematics education experts like Jones (1997, 2001), Weber (2001), and Smith (2006) found that difficulty in proof writing is due to: lack of theorem and concept understanding, lack of proving ability, and there is a teaching-learning process that unites with the subject. So, it is truly needed that class of writing proof in order to help to generate students’ ability to do mathematical proving. Polya method is going to be that purpose. Keywords: mathematics proof, Polya metho

What do education students think about their ability to write essays ?

The present study reflects the results obtained from a diagnosis carried out with Education students concerning the writing of academic essays. The objective was to identify the perceptions that Comprehensive Education students have about their ability to write academic essays. A descriptive cross-sectional research study was conducted at a single point in time, and in this case, in a single period or academic cycle, on the subject of written expression. In order to analyze the results from a mathematical-statistical perspective, descriptive statistics were used, in particular the calculation of the mean and the percentage analysis. The results showed that, of the 26 students, 50% rated themselves to have a fair level of essay writing ability. These self-assessment results do not correspond to the quality of the essays written by the students, who demonstrated a low level of essay writing ability. The practice of writing essays is a fundamental activity for the development of written communication at the university level; however, the teaching-learning process must be planned, since this type of writing is one of the most complex skills and has the greatest potential for explaining one’s position and writing creatively. In no way can it be left in the hands of the students; it is necessary to formulate a different learning process that helps the students write essays of better qualityPeer Reviewe

Narrative writing, reading and cognitive processes in middle childhood: what are the links?

This study investigated the relationship between measures of reading and writing, and explored whether cognitive measures known to be related to reading ability were also associated with writing performance in middle childhood. Sixty-Four children, aged between 8 years 9 months and 11 years 9 months, took part in a battery of writing, reading, and cognitive ability tasks. Reading fluency emerged as having a strong relationship to written language performance, after controlling for age and verbal reasoning. While children with reading difficulties were weak at spelling accuracy, they were otherwise found to produce written compositions of similar quality to typical readers. Boys produced less written text than girls, but did not demonstrate weaker written language abilities. Collectively the results demonstrate that writing skills can be separated into transcription and composition processes, and highlight the need for further research on the relationship between reading fluency and children’s writing

Improving Ability in Writing Report Paragraph at the Eleventh Grade Students Through Inquiry Learning

The objective of this research was to find out whether or not inquiry learning could improve students' ability in writing report paragraph. The researcher applied pre-experimental research design which was conducted by using pre test and post test. The sample was the eleventh grade students of SMK Negeri 4 Palu, the researcher took one class of the sample. It was XI D Keperawatan. It consisted of 10 students. The sample is called total sampling. In this research, the researcher used test to measure the students' skill in writing. The results of this research showed that the t-counted value was 15.02 while t-table value was 2.26. Based on the analysis result, t-counted value was higher than the t-table value (15.02>2.26), therefore the hypothesis of this research was accepted. It means that inquiry learning can improve the eleventh grade students' skill in writing report paragraph of SMK Negeri 4 Palu. Keywords: Improving; Writing Skill; Report Paragraph; Inquiry Learning