Improving Students' Writing Ability in Narrative Text by Using Picture Series in SMA

This research focused on finding out how Picture Series can improve students' writing ability in narrative text. The subjects of this research were eleventh grade students of SMAN 6 Pontianak. There were 33 students who actively participating in classroom. The researcher selected the media from real things related to the material. That is picture series. In conducting this research, the researcher collected the data from the class by means of action research that was carried out through two cycles. The researcher found that there was an improvement from first cycle to the second cycle. The result of this research showed that the students' improvement in mastering writing narrative was good. The second cycle was higher than first cycle. There were 64.54% in the first cycle and 78.18% in second cycle. Based on this study, it was found that by using picture series the students' quality of writing was improved

Enhancing the Students Writing Ability by Using Comic Strips

This article reports on the results of a study aiming to investigate whether the comic strips can help students to enhance their writing skill in English. This study was conducted at the tenth class of SMA Negeri I Tapa 2014/2015 in academic years with 25 students as the participants. The text in focus was narrative. The study used an action research by using Kemmis and Taggart‟ s design that consists of four steps, namely planning, acting, observing, and reflecting. The data were collected from observation and written test. The data of observation were obtained the teacher and students‟ activities in teaching learning writing. Whereas, the data of written test were obtained from the students‟ writing task in every cycle. Some aspects used to analyze the students writing ability, namely content, organization, vocabulary, language use and mechanics ones. The results indicates that despite some aspects that still need improvement, the use of comic strips can enhance students writing skill in narrative text. The portraits of students‟ progress in writing English narrative text of some cycles show that in the first cycle, only four of twenty five students (16%) who can write narrative texts as the successful indicator 80%. In the second cycle, ten students (40%) were success, then in the third cycle, twenty two students (88%) could reach the value 80 or more as the criteria of successful. Observation data shows that the students were motivated to write English narrative text by using comic strips both in group and individual works. Whereas, the commitment of English teacher as a model and colleagues to reflect and to renovate the teaching and learning process was running well on each cycle. Based on the results of the study, it is recommended that comic strips be implemented in other genres, notably recount text or other language skills, and other countries

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)

Mixed Methods: Using a Combination of Techniques to Assess Writing Ability

A productive ability such as writing can be assessed only through a candidate‘s performance on a task, giving rise to concerns about the reliability and validity of writing assessments. In this chapter, it is argued that a combination of different techniques can help improve the quality of an evaluation of writing ability. First, an indirect test can be applied to reliably assess specific components of the writing process (e.g., revision), adding to the validity of the assessment. Furthermore, an analytic rating procedure accompanied by anchor essays allows raters to reliably evaluate the content and overall structure of written pieces. And last, automated scoring techniques can be used to objectively score text features considered important to text quality. Combining these methods provides an evaluation that is solid and informativ

Aspects of Tutor and Writing Ability

The purpose of this study is to assess the correlation between aspects of tutor and the students’ basic writing outcomes of the Elementary School Teacher Education at the Distance Learning Program Unit, Open University of Palu. This is ex post facto correlation with the population research of 387 people and the total sample of 100 people. This research employed a multistage random sampling technique. Data were collected through questionnaire technique and score of final exams. Data were analyzed using regression analysis IBM SPSS I9 Statistics. The result of calculation of IBM SPSS 19 statistics was obtained regression equation, Y = 11.463 + 1.157X1. It shows that any increase in the scores of tutor aspect (X) caused an increase of 1,157 basic writing ability outcome scores (Y) at constant, 11.463. Then, based on the value of the R Square, it was obtained a value of 0.552. This means that 55.2% of the variation which occurred in the results of basic writing ability can be explained by variation in aspects of tutors through regression equation Y = 11.463 + 1.157X. The results of hypothesis testing, f and t test with a = 0.05 significance level based f test, 0.000<0.05, it can be concluded that H0 was rejected and H1 was accepted. It means that there is a positive and significant correlation between aspects of the tutor and the results of the students’ basic writing ability outcomes of the Elementary School Teacher Education (PGSD) at the Distance Learning Program Unit, Open University of Makassar. Keywords: Tutor Aspects, and Writing Abilit

Analysis Of Scientific Article Writing Ability

As an educator, it is necessary to have the ability to write scientific articles; as a writer, educators should understand various techniques before writing a scientific article. The author  aims to analyze 1) The ability to understand article writing 2) The ability to find research problems 3) The ability to know the types of research 4) The ability to understand research methods 5) The ability to master writing techniques 6) the ability to use excellent and correct language. This research approach is descriptive qualitative. Sources of data are teachers and lecturers. The data collection technique in this research is a test. The data analysis technique uses the Miles and Huberman model. The results showed that the ability to write articles for teachers and lecturers was quite good; this was indicated by the respondents' answers stating 1) aspects of the ability to understand article writing with an average of 59.10% 2) aspects of finding problems in articles with an average of 60.6% 3) aspects of the ability to know the types of research with an average of 58.6% 4) aspects of understanding research methods with an average of 60.10% 5) aspects of mastery of writing techniques 53.0% and 6) aspects of using good and correct language with an average of 56.10

ROUNDTABLE TECHNIQUE AND STUDENTS' WRITING ABILITY

In spite of its importance, writing seems always be a challenging skill for students to master in learning English. Persuading the teachers to persistently try different teaching techniques to reach the goal of teaching better writing is a must. Using roundtable technique become one of the choices. As this experimental study has proven that using roundtable technique give significant effect on the students’ writing ability. Toward the 42 students taken as the sample of the research, it is proved that there was significant difference on the students’ writing ability before (M=54.48, SD=13.155) and after being taught by using roundtable technique (M=73.9, SD=7.569), t(20)=13.55, P<0.0005.  The results of independent sample t-test also shows that there is significant difference in writing ability between the students taught by using roundtable technique (M=73.9, SD=7.569)  and those who were not (M=64.86, SD= 15.32), t(29)=2.426, P<0.0