Abstract. This study aimed at investigating the effect of Project-Based Learning on students' writing skill of grade 9 at SMPN 3 Kuta Selatan. This study employed embedded mixed method design, in which the quantitative data were considered as the main data. The data were collected through guided interview, observation, and writing test. Paired sample ttest was used for the quantitative data analysis. The result showed that Project-Based Learning has significant effect on students' English writing skill (sig. = .000 < α = .05). Project-Based Learning also revealed potentially promotes students' critical thinking, communication, and creativity through collaborative work. In general, it can be concluded that Project-Based Learning significantly improves junior high school students' writing skill in English as a Foreign Language.
In written communication, the sentences used by students tend to be less varied. The lack of variability appears in the types of sentences used in the essay, such as: the content of the sentence, the number of clauses, the predicate formers, and the nature of actor-action relationship. Based on this situation, the main objective of this study was to describe the types of sentences contained in the essay of grade VI students in the province of Bali. The data were collected through document recording method of 120 articles, each consisting of 3 paragraphs. The data collected were analyzed through Putrayasa analysis model. The results showed that there were 1035 sentences. All the sentences employed declarative sentences. The declarative sentences consist of 510 simple sentences, 520 compound sentences, and 5 sentences not including both; 876 included verbal sentences, 159 nominal sentences; 798 were classified as active and 237 passive sentences. Based on the results obtained, it is suggested to the students to pay attention always to the type of sentence in writing essay for the effectiveness of the ideas conveyed.
In conveying their ideas in writing, students often found some difficulties in composing sentences. The sentences composed, are not clear in terms of the structures, so that the ideas conveyed could not be understood well. Based on this situation, the main purpose of this study was to describe sentence structure used in the composition of grade VI students in Bali Province. The data were collected through document recording method of 120 compositions, each consisting of 3 paragraphs. The collected data were analyzed through Burton-Roberts analysis model. The results showed that there are 1.035 sentences. The structures of sentences, both simple or compounds contained in the essay of grade VI students in Bali province were quite varied. Based on the results obtained, it was suggested to the students to keep on paying attention on sentence structure in writing essay for the effectiveness of the ideas delivered.
Teaching English to young learners is not an easy task. Teacher needs to use appropriate learning strategies so the students are engaged and motivated in teaching and learning process. The current study aimed at identifying the teaching English strategies used by fifth grade English teacher and the problems encountered by teacher in teaching English for young learner. This study was a descriptive qualitative research and conducted in SD Suta Dharma Denpasar Bali. In collecting the data, classroom observation and interview were conducted. The result showed that there were eight strategies applied by teacher in teaching English. They are; listen and repeat, listen and do, question and answer, in-pair, cooperative learning, and games. Furthermore, the problems experienced by teacher were lack of media of teaching English and lack of knowledge of strategy in TEYL. The problems occurred because the teacher has a limited knowledge on how to teach English for young learners and the lack of resources of teaching media available in school.
In conveying their ideas in writing, students often found some difficulties in composing sentences. The sentences composed, are not clear in terms of the unity of ideas, so that the ideas conveyed could not be understood well. Based on this situation, the main purpose of this study was to describe sentence unity used in the composition of grade VI students in Bali Province. The data were collected through document recording method of 120 compositions, each consisting of 3 paragraphs. The collected data were analyzed through Burton-Roberts analysis model. The results showed that there are 1.035 sentences. Of all the sentences, 984 sentences were categorized to have clear unity of ideas and 51 sentences were not clear in unity of ideas. The sentences in which the unity of the idea was unclear caused by the absence of Subject (S) and Predicate (P), only include adverbials; without S, or without P. Based on the results obtained, it was suggested to the students to keep on paying attention on sentence unity in writing essay for the effectiveness of the ideas delivered.
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