The Effect of Guided Question Technique on Students’ Writing Achievement at the Tenth Grade of Sma Negeri 1 Bombana

Nurfianti, Fifi; Jaya, Amir; Mursalim, Mursalim

doi:10.36709/jte.v5i1.13598

Cited by 2 publications

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“…Writing is writing letters, forming sentences, forming paragraphs and making marks on a flat surface. In writing, students are expected to be able to find ideas, consider how to express them, organize them into statements and paragraphs that can be understood, and how to review and then revise them so that good writing is composed (Rumatang et al, 2022). This is what makes students find it difficult when writing, especially junior high school students.…”

Section: Introductionmentioning

confidence: 99%

Improving Procedure Text Writing Skills Through The Integration Of Picture Series Within Flipped Classroom Approach

Fitroni,

Ma'rifah

2024

DIDAK TIKA

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The purpose of this study was to determine whether there was a significant effect of the picture series technique in writing procedure text in the eighth grade of MTs. M 06 Banyutengah. This study used a quasi experimental design consisting of one class as the treatment class and one class as the control class. The population in this study was the eighth grade of MTs. M 06 Banyutengah, and the samples of this study were students VIII A and VIII B Mts. M 06 Banyutengah school year 2023/2024. The sample was taken using purposive sampling. The instrument of this study was a writing test focusing on procedure text. The researcher collected data by giving a pre-test, giving treatment in the experimental class using the picture series technique with a flipped classroom, and finally giving a post-test. The data were analyzed with descriptive statistics and normality test. To test the hypothesis, the researcher used paired sample t-test, which was calculated through SPSS 25.0. The results of this study showed that the mean score the students' mean score raises in class experiment 23.66 points, from 43.00 (pre-test experiment class) to 66.66 (post-test experiment class), while the students' mean score raises in class control 16,83 points, from 42.83 (pre-test control class) to 59.66 (post-test control class). In addition, the Sig (2 tailed) value was 0.000. This means that the probability value (Sig) is lower than α (p-value < α or 0.000).

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Section: Introductionmentioning

confidence: 99%

Improving Procedure Text Writing Skills Through The Integration Of Picture Series Within Flipped Classroom Approach

Fitroni,

Ma'rifah

2024

DIDAK TIKA

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“…It is because in writing a text, students have difficulty in developing their ideas, compiling these ideas so as to form coherent sentences, and translating them into the target language. In addition, Rahmatang et al (2021) also argue that writing skill needs more attention from teachers and students because writing is a difficult skill to apply. A writer must follow various rules and principles to produce good writing in English.…”

Section: Introductionmentioning

confidence: 99%

Thematic Progression Used on Introduction of Journal of Teaching of English

Sari,

Suhartini,

Rohmana

2023

jte

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This study examined the thematic progression in the introduction of the Journal of Teaching of English. This study aimed to determine the types of thematic progressions used and the most common types of thematic progressions used in the introduction of the journal. This study used qualitative descriptive as a research design. The data of this study were from six introduction journals written by students divided into three research areas: teaching, linguistics, and literature. After collecting the data, the data were analyzed based on the Bloor and Bloor (2004) framework. The findings showed that three of the six journals did not apply the four types of thematic progression. The first journal of teaching did not apply the derived theme pattern, whereas the second journal of teaching and the first journal of linguistics did not apply the split rheme pattern. However, overall, this study found four types of thematic progression: constant theme pattern, linear theme pattern, split rheme pattern, and derived theme pattern. Out of four types, the findings also showed that constant theme pattern was the most commonly used type (134 times), followed by linear theme pattern (63 times), split rheme pattern (22 times), and derived theme pattern (14 times). This study concluded that students applied various types of thematic progression in making the introduction of the journal in order to become coherent.

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The Effect of Guided Question Technique on Students’ Writing Achievement at the Tenth Grade of Sma Negeri 1 Bombana

Cited by 2 publications

References 0 publications

Improving Procedure Text Writing Skills Through The Integration Of Picture Series Within Flipped Classroom Approach

Improving Procedure Text Writing Skills Through The Integration Of Picture Series Within Flipped Classroom Approach

Thematic Progression Used on Introduction of Journal of Teaching of English

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