Efforts to Improve Writing Skills of High School Students

Inayah, Nurul; Nanda, Rizki Putri

doi:10.24815/siele.v3i1.3388

Cited by 11 publications

(10 citation statements)

References 3 publications

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“…In an educational setting, for instance, writing takes an important part especially for the educational practitioners, which students are expected to be able to write a kind of academic writing. Therefore, the schools should supply their students with sufficient skills to face the real-world situation with the real language use (Inayah & Nanda, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Improving Students’ Writing Skill Through Reflective Journal: A Study at a Senior High School in Aceh

Jannah

Usman

Daud

et al. 2020

HSSR

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Purpose of the study: The purpose of this study was to find out whether there is any significant difference between the students who are trained through reflective journal writing and those who are not trained through reflective journal writing. It also wanted to know students’ responses toward reflective journal writing the implementation. Methodology: The methodology of this study is an experimental research which used a quasi-experimental design. Quasi-experimental research is used to know the differences between classes that are given training and classes that are not given. The research design used in this study is the non-equivalent control group design. In this research, there were two classes taken as samples, namely experimental group and control group which consisted of 30 students of each group. The author used tests (pre-test and post-test) and questionnaire as the instruments to collect the data. The quantitative data was obtained from the result of pre-test and post-test scores of students’ writing in experimental and control groups. Then both scores were analysed through the SPSS program to calculate t-test. Main Findings: The findings of the research showed that the mean score of post-test of the experimental group 76.73 is higher than the mean score of control class 63.10. Furthermore, the result of p-value obtained from the post-test of the experimental and control group was 0.00 is less than the level of significance degree α = 0.05. In other words, there was a significant difference between the students who were trained through reflective journal writing and those who were not trained through reflective journal writing. Applications of this study: The implications related to this study the authors suggest to use Reflective Journal Writing Strategy to help students to be critical thinking writers and for the next researcher to use this strategy in other kinds of texts. Teachers are suggested to use this strategy to teach writing skills for other aspects of writing. Novelty/Originality of this study: This strategy has never been used by English teachers in South Aceh and it can contribute to the teachers to use this strategy in teaching writing, especially for senior high school students. In conclusion, the use of Reflective Journal improved students’ writing skill, especially in writing recount text of senior high schools first-grade students in South Aceh.

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Section: Literature Reviewmentioning

confidence: 99%

Improving Students’ Writing Skill Through Reflective Journal: A Study at a Senior High School in Aceh

Jannah

Usman

Daud

et al. 2020

HSSR

View full text Add to dashboard Cite

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“…These common problems in writing teaching is also sounded by prior researchers like Ashraf and Bilal 2016; Toba, et. al, 2019;Mohammad and Hazarika, 2016;Inayah and Nanda, 2016. There are several facts why researchers conducted this study with the aim of improving students' writing skills.…”

Section: Discussionmentioning

confidence: 99%

Animation Film in Writing Teaching Instruction on Narrative Text: Working or not Working?

Ammade

Ziska

2021

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The teaching writing is still in need of interesting teaching media to support its pedagogy as teaching writing is associated with difficult subject to be taught. Prior researches have been conducted on teaching writing area and the result suggested conducting more study on teaching writing effectively. This study attempts to fulfill the gap and takes teaching media as the focus of the research. This article investigated the employment of animated films as a teaching medium in the teaching of narrative writing tests, as well as if they are still effective in supporting the learning process. The sample of the research was taken from the students of a Junior high school in Parepare, Indonesia which was chosen purposively. Online Google Forms was employed as research tools for the study, and the questionnaire and test writing were used to collect data. Quantitative analysis was used in analyzing the data gathered. Regarding the research result, the data revealed that there is difference result between before and after the research. Students respond positively to an animation video utilized in the study as an alternate media in teaching narrative text of writing. They enjoyed the learning process of writing narrative text via animation film as the media as well as improved their positive energy in writing. It can be suggested for the next researcher to study more in another issue of animation film for teaching.

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“…Furthermore, they could nurture various modalities of reflection which in turn would engage learners in meaningful critical thinking processes. Inayah and Nanda (2016) say that comments from teachers are among the influential contributions for the students in developing their writing ability. Moreover, a context and a teaching and learning atmosphere are crucial in facilitating students' critical thinking development.…”

Section: Discussionmentioning

confidence: 99%

Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

Marashi

Mirghafari

2019

SiELE

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The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.

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Efforts to Improve Writing Skills of High School Students

Cited by 11 publications

References 3 publications

Improving Students’ Writing Skill Through Reflective Journal: A Study at a Senior High School in Aceh

Improving Students’ Writing Skill Through Reflective Journal: A Study at a Senior High School in Aceh

Animation Film in Writing Teaching Instruction on Narrative Text: Working or not Working?

Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

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