This document summarizes a study on teaching writing to 8th grade students using picture-based methods. It found that:
1) Students taught writing using pictures as a medium showed greater improvement in their writing abilities compared to students taught without pictures, with their average scores increasing over 10 points versus 6 points for the control group.
2) A t-test analysis found a statistically significant difference between the experimental and control groups, indicating that using pictures was an effective way to teach writing.
3) By looking at pictures, students were better able to arrange words and sentences for writing assignments compared to relying solely on textbooks.
This document proposes a research study that will examine the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. The study will involve two groups of 11th grade students in Purwodadi, with the experimental group receiving instruction using mind mapping and the control group receiving conventional instruction. The researcher develops research questions, objectives, and hypotheses to determine if mind mapping facilitates better understanding compared to conventional teaching methods. Data will be collected through tests of students' text comprehension and analyzed using statistical analysis to evaluate if mind mapping is an effective strategy.
This document outlines a research proposal on developing materials to improve student engagement. It discusses the need to encourage teacher-student collaboration to create materials and determine what types are most effective. The objectives are to understand why teachers and students should develop materials and identify which types most benefit learning. If successful, the research could motivate teachers and students by clarifying learning goals. The scope covers material development concepts and types of materials. It will use observation, tests, and score analysis to collect and analyze data on improved student engagement.
Effects of Team Teaching on Students’ Academic Achievement In English Languag...iosrjce
:This study examined the effects of Team Teaching Approach (TTA) on the achievement of students in
English language comprehension and how the effects vary across gender. The study employed non randomized
pretest-posttest control group quasi experimental design. Intact classes were therefore assigned to the
experimental and control groups. The population consisted of 5,171 senior secondary two students made up of
2,407 males and 2,764 females in Onitsha education zone of Anambra State. A total of 189 students (97 males
and 92 females) randomly selected from four public secondary schools constituted the sample. Two of the
schools selected were used as experimental group while the other two were used as the control group. Two
research questions and three hypotheses guided the study. Data were collected with one comprehension
passage. Data generated were analysed using mean and standard deviation to answer the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The major findings showed that the
students taught English language comprehension with team teaching approach achieved significantly higher
than those of the control group who were taught with single teacher teaching approach. The female students in
TTA group achieved significantly higher than their male counterparts Based on the finding of this study, it was
recommended that team teaching approach should be adopted as a more effective approach to teaching and
learning English language comprehension in public secondary schools to enhance academic achievement of
students in the subject.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
This document summarizes a study on using Quantum Teaching in an 8th grade writing class in Kabupaten Mukomuko Bengkulu, Indonesia. 28 out of 30 students struggled with writing and had low motivation. The study aimed to see how Quantum Teaching could be implemented, how students would respond, and what activities could stimulate creativity. Quantum Teaching uses mind mapping, engages multiple intelligences, and considers brain functioning. After treatment, students' writing improved and they were more active and engaged in class. The study concluded that Quantum Teaching was effective for the class and stimulated enjoyment in writing.
This document proposes a research study that will examine the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. The study will involve two groups of 11th grade students in Purwodadi, with the experimental group receiving instruction using mind mapping and the control group receiving conventional instruction. The researcher develops research questions, objectives, and hypotheses to determine if mind mapping facilitates better understanding compared to conventional teaching methods. Data will be collected through tests of students' text comprehension and analyzed using statistical analysis to evaluate if mind mapping is an effective strategy.
This document outlines a research proposal on developing materials to improve student engagement. It discusses the need to encourage teacher-student collaboration to create materials and determine what types are most effective. The objectives are to understand why teachers and students should develop materials and identify which types most benefit learning. If successful, the research could motivate teachers and students by clarifying learning goals. The scope covers material development concepts and types of materials. It will use observation, tests, and score analysis to collect and analyze data on improved student engagement.
Effects of Team Teaching on Students’ Academic Achievement In English Languag...iosrjce
:This study examined the effects of Team Teaching Approach (TTA) on the achievement of students in
English language comprehension and how the effects vary across gender. The study employed non randomized
pretest-posttest control group quasi experimental design. Intact classes were therefore assigned to the
experimental and control groups. The population consisted of 5,171 senior secondary two students made up of
2,407 males and 2,764 females in Onitsha education zone of Anambra State. A total of 189 students (97 males
and 92 females) randomly selected from four public secondary schools constituted the sample. Two of the
schools selected were used as experimental group while the other two were used as the control group. Two
research questions and three hypotheses guided the study. Data were collected with one comprehension
passage. Data generated were analysed using mean and standard deviation to answer the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The major findings showed that the
students taught English language comprehension with team teaching approach achieved significantly higher
than those of the control group who were taught with single teacher teaching approach. The female students in
TTA group achieved significantly higher than their male counterparts Based on the finding of this study, it was
recommended that team teaching approach should be adopted as a more effective approach to teaching and
learning English language comprehension in public secondary schools to enhance academic achievement of
students in the subject.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
This document summarizes a study on using Quantum Teaching in an 8th grade writing class in Kabupaten Mukomuko Bengkulu, Indonesia. 28 out of 30 students struggled with writing and had low motivation. The study aimed to see how Quantum Teaching could be implemented, how students would respond, and what activities could stimulate creativity. Quantum Teaching uses mind mapping, engages multiple intelligences, and considers brain functioning. After treatment, students' writing improved and they were more active and engaged in class. The study concluded that Quantum Teaching was effective for the class and stimulated enjoyment in writing.
Rc20 the correlation between students’ achievement in vocabulary and reading ...UNSIKA
This document appears to be a thesis written by Ikah that examines the correlation between students' vocabulary achievement and reading ability. It includes an introduction that provides background on the study and establishes the research problem, objectives, methodology and organization. It also contains theoretical frameworks on vocabulary and reading, a description of the research methodology and findings from a case study conducted at MAN II Bekasi examining the relationship between students' vocabulary and reading test scores. The thesis was presented in partial fulfillment of an S1 degree from the English Department at State Islamic University Syarif Hidayatullah Jakarta.
The comparison of reading comprehension taught by using stad and jigsaw techn...Eko_Mulyono
This document summarizes a study that compared the effects of STAD (Student Team Achievement Division) and Jigsaw cooperative learning techniques on the reading comprehension of high school students in Indonesia with different levels of motivation to read. The study found that STAD was more effective at improving reading comprehension scores than Jigsaw. STAD led to higher average post-test scores compared to Jigsaw. The study also determined that STAD worked better than Jigsaw for students with both high and low motivation to read.
This document provides background information on a study that examines the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. It discusses how mind mapping may help students better analyze texts by separating out specific parts. The study aims to determine students' understanding of analytical exposition texts through both conventional teaching methods and mind mapping strategy. It uses an experimental research design with pre- and post-tests to collect data and measure the dependent variable of students' text comprehension scores. The hypothesis is that mind mapping will be an effective technique for facilitating understanding of analytical exposition texts.
This document discusses different language learning approaches and methods. It begins by defining key terms like approaches, strategies, methods, techniques and models. It explains that a learning approach is a teacher's view of the learning process, and can be student-centered or teacher-centered. Learning strategies are activities to achieve learning goals, while methods are concrete ways of implementing strategies. Techniques are how teachers carry out methods. A learning model combines approaches, strategies, methods and techniques.
The document then discusses formal and functional approaches. Formal approaches are traditional and assume language learning is routine. Methods include grammar-translation and reading. Functional approaches emphasize direct contact with native language users. Related methods are discussed in more detail, including direct method,
The effect of_using_teams_games_tournameAlonsoBolaos2
This document summarizes a study that investigated the effect of using Teams-Games-Tournaments (TGT) technique versus a conventional technique on vocabulary achievement of 8th grade students in Indonesia. The study found that students who were taught using TGT had significantly higher average vocabulary test scores (76.21) than students taught using a conventional lecture-based technique (69.25). The document provides background on the importance of vocabulary for reading comprehension, defines key terms like reading, vocabulary, and cooperative learning techniques like TGT, and summarizes the methodology used in the study.
1) The document discusses using films and images to improve students' abilities in learning narrative texts. It aims to determine if combining STAD methods, PQ4R strategies, and media can increase students' skills.
2) Currently, students lack reading interest and engagement. Teaching relies heavily on lectures and writing. The study proposes using films and images with STAD and PQ4R to make lessons more creative and enjoyable.
3) Benefits include improving students' skills, increasing motivation to learn English, and providing input to improve teaching resources. The study is limited to a science class in Gresik, Indonesia.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
The effect of retelling story in teaching speaking of second grade in vocatio...Okta Veza
This document summarizes a study on the effect of retelling stories to improve speaking skills among second grade students at a vocational school in Batam, Indonesia. The study involved 60 students divided into an experimental and control group. Both groups were given pre- and post-tests to measure their speaking skills before and after the experimental group received lessons involving retelling short stories. The results found that retelling stories had a significant positive effect on students' speaking abilities, as measured by improvements in pronunciation, fluency, and vocabulary from the pre- to post-test.
The document outlines a lesson plan for teaching English as a foreign language using the communicative method. It includes:
1) Three speaking activities to practice communication skills, including discussing a handout in groups, telling stories based on pictures, and comparing differences in similar pictures.
2) Objectives of developing fluency, confidence, cooperation and increasing vocabulary and pronunciation.
3) Formation of students into pairs and groups, use of handouts, pictures and other materials.
4) Stages of input, practice and production to guide student communication from controlled to free activities.
The document discusses and compares two methods of teaching English - the grammar translation method and the direct method. It defines key terms like approach, method and technique. It then provides details on the grammar translation method, including its advantages of being useful for large classes and inexperienced teachers, and disadvantage that students cannot use the language for communication. It also discusses the direct method, noting its advantages of teaching useful communication skills and motivation, and disadvantage of needing excellent teachers. It concludes that every method has merits and demerits, and teachers should use methods suited to their situation.
2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019.
SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
The teacher taught grammar deductively by explaining rules and then providing examples to clarify and correct mistakes. She believes this direct approach is best for Spanish speakers learning English. The teacher used strategies like relating grammar to learning goals and providing language input. She employed meaningful and communicative drills but not mechanical drills. Overall, the teacher's approach was consistent with theories about presenting grammar deductively and tailoring instruction to students' needs.
The document discusses a study that examines the effectiveness of using journal keeping to improve students' ability to write narrative texts. It takes place with first year students at SMAN 1 Tapung high school in Tapung, Indonesia. The study finds that most students struggle with developing ideas, organizing narratives, using appropriate vocabulary and tense. To address these issues, the study will introduce a journal keeping technique to the experimental class and compare results on a writing test between the experimental and control class using a t-test analysis. The goal is to determine if journal keeping significantly increases students' narrative writing ability.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
The Comparative Study Between the Using of Game and Preaching Method in Teach...Rizqi Akbarani
This document presents a research proposal that aims to compare the effectiveness of using games and lectures in teaching reading to 10th grade students in MAN 2 Madiun, Indonesia. It discusses the background of the study, including the importance of reading skills and students' difficulties with reading comprehension. The study will focus on comparing how the two teaching methods are used in the classroom. It states the research questions, objectives, and significance of the study. Finally, it provides theoretical background on teaching, teaching reading, and factors that affect reading success.
Mind mapping is proposed as a method to teach modal verbs to junior high school students in Indonesia. Key points:
1. Modal verbs are difficult for students to learn using traditional teaching methods like lecture.
2. Mind mapping allows students to visually organize and summarize modal verb concepts like ability, permission, and possibility using symbols, colors and pictures.
3. When used to teach modals, mind mapping engages both sides of the brain and makes the material more understandable and memorable for students compared to conventional note taking. Students work in groups to map out different modals before presenting to the class.
This document discusses a case study on using pictures to enhance students' speaking skills for grade 8 students in Cambine Secondary School. The study found that (1) students were more engaged and participated more when lessons incorporated different pictures for interpretation, (2) teachers face challenges with time management and students struggle with vocabulary, grammar, and pronunciation, and (3) both teachers and students agree that using community pictures could motivate students to speak more in class by describing or narrating pictures. The study concluded that while teachers are aware of the benefits of visual aids, they have difficulties incorporating pictures due to preparation time, and students would benefit from vocabulary expansion to improve their speaking skills.
The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.
Rc20 the correlation between students’ achievement in vocabulary and reading ...UNSIKA
This document appears to be a thesis written by Ikah that examines the correlation between students' vocabulary achievement and reading ability. It includes an introduction that provides background on the study and establishes the research problem, objectives, methodology and organization. It also contains theoretical frameworks on vocabulary and reading, a description of the research methodology and findings from a case study conducted at MAN II Bekasi examining the relationship between students' vocabulary and reading test scores. The thesis was presented in partial fulfillment of an S1 degree from the English Department at State Islamic University Syarif Hidayatullah Jakarta.
The comparison of reading comprehension taught by using stad and jigsaw techn...Eko_Mulyono
This document summarizes a study that compared the effects of STAD (Student Team Achievement Division) and Jigsaw cooperative learning techniques on the reading comprehension of high school students in Indonesia with different levels of motivation to read. The study found that STAD was more effective at improving reading comprehension scores than Jigsaw. STAD led to higher average post-test scores compared to Jigsaw. The study also determined that STAD worked better than Jigsaw for students with both high and low motivation to read.
This document provides background information on a study that examines the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. It discusses how mind mapping may help students better analyze texts by separating out specific parts. The study aims to determine students' understanding of analytical exposition texts through both conventional teaching methods and mind mapping strategy. It uses an experimental research design with pre- and post-tests to collect data and measure the dependent variable of students' text comprehension scores. The hypothesis is that mind mapping will be an effective technique for facilitating understanding of analytical exposition texts.
This document discusses different language learning approaches and methods. It begins by defining key terms like approaches, strategies, methods, techniques and models. It explains that a learning approach is a teacher's view of the learning process, and can be student-centered or teacher-centered. Learning strategies are activities to achieve learning goals, while methods are concrete ways of implementing strategies. Techniques are how teachers carry out methods. A learning model combines approaches, strategies, methods and techniques.
The document then discusses formal and functional approaches. Formal approaches are traditional and assume language learning is routine. Methods include grammar-translation and reading. Functional approaches emphasize direct contact with native language users. Related methods are discussed in more detail, including direct method,
The effect of_using_teams_games_tournameAlonsoBolaos2
This document summarizes a study that investigated the effect of using Teams-Games-Tournaments (TGT) technique versus a conventional technique on vocabulary achievement of 8th grade students in Indonesia. The study found that students who were taught using TGT had significantly higher average vocabulary test scores (76.21) than students taught using a conventional lecture-based technique (69.25). The document provides background on the importance of vocabulary for reading comprehension, defines key terms like reading, vocabulary, and cooperative learning techniques like TGT, and summarizes the methodology used in the study.
1) The document discusses using films and images to improve students' abilities in learning narrative texts. It aims to determine if combining STAD methods, PQ4R strategies, and media can increase students' skills.
2) Currently, students lack reading interest and engagement. Teaching relies heavily on lectures and writing. The study proposes using films and images with STAD and PQ4R to make lessons more creative and enjoyable.
3) Benefits include improving students' skills, increasing motivation to learn English, and providing input to improve teaching resources. The study is limited to a science class in Gresik, Indonesia.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
The effect of retelling story in teaching speaking of second grade in vocatio...Okta Veza
This document summarizes a study on the effect of retelling stories to improve speaking skills among second grade students at a vocational school in Batam, Indonesia. The study involved 60 students divided into an experimental and control group. Both groups were given pre- and post-tests to measure their speaking skills before and after the experimental group received lessons involving retelling short stories. The results found that retelling stories had a significant positive effect on students' speaking abilities, as measured by improvements in pronunciation, fluency, and vocabulary from the pre- to post-test.
The document outlines a lesson plan for teaching English as a foreign language using the communicative method. It includes:
1) Three speaking activities to practice communication skills, including discussing a handout in groups, telling stories based on pictures, and comparing differences in similar pictures.
2) Objectives of developing fluency, confidence, cooperation and increasing vocabulary and pronunciation.
3) Formation of students into pairs and groups, use of handouts, pictures and other materials.
4) Stages of input, practice and production to guide student communication from controlled to free activities.
The document discusses and compares two methods of teaching English - the grammar translation method and the direct method. It defines key terms like approach, method and technique. It then provides details on the grammar translation method, including its advantages of being useful for large classes and inexperienced teachers, and disadvantage that students cannot use the language for communication. It also discusses the direct method, noting its advantages of teaching useful communication skills and motivation, and disadvantage of needing excellent teachers. It concludes that every method has merits and demerits, and teachers should use methods suited to their situation.
2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019.
SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
The teacher taught grammar deductively by explaining rules and then providing examples to clarify and correct mistakes. She believes this direct approach is best for Spanish speakers learning English. The teacher used strategies like relating grammar to learning goals and providing language input. She employed meaningful and communicative drills but not mechanical drills. Overall, the teacher's approach was consistent with theories about presenting grammar deductively and tailoring instruction to students' needs.
The document discusses a study that examines the effectiveness of using journal keeping to improve students' ability to write narrative texts. It takes place with first year students at SMAN 1 Tapung high school in Tapung, Indonesia. The study finds that most students struggle with developing ideas, organizing narratives, using appropriate vocabulary and tense. To address these issues, the study will introduce a journal keeping technique to the experimental class and compare results on a writing test between the experimental and control class using a t-test analysis. The goal is to determine if journal keeping significantly increases students' narrative writing ability.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
The Comparative Study Between the Using of Game and Preaching Method in Teach...Rizqi Akbarani
This document presents a research proposal that aims to compare the effectiveness of using games and lectures in teaching reading to 10th grade students in MAN 2 Madiun, Indonesia. It discusses the background of the study, including the importance of reading skills and students' difficulties with reading comprehension. The study will focus on comparing how the two teaching methods are used in the classroom. It states the research questions, objectives, and significance of the study. Finally, it provides theoretical background on teaching, teaching reading, and factors that affect reading success.
Mind mapping is proposed as a method to teach modal verbs to junior high school students in Indonesia. Key points:
1. Modal verbs are difficult for students to learn using traditional teaching methods like lecture.
2. Mind mapping allows students to visually organize and summarize modal verb concepts like ability, permission, and possibility using symbols, colors and pictures.
3. When used to teach modals, mind mapping engages both sides of the brain and makes the material more understandable and memorable for students compared to conventional note taking. Students work in groups to map out different modals before presenting to the class.
This document discusses a case study on using pictures to enhance students' speaking skills for grade 8 students in Cambine Secondary School. The study found that (1) students were more engaged and participated more when lessons incorporated different pictures for interpretation, (2) teachers face challenges with time management and students struggle with vocabulary, grammar, and pronunciation, and (3) both teachers and students agree that using community pictures could motivate students to speak more in class by describing or narrating pictures. The study concluded that while teachers are aware of the benefits of visual aids, they have difficulties incorporating pictures due to preparation time, and students would benefit from vocabulary expansion to improve their speaking skills.
The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.
This document discusses various strategies for teaching English, including instructional materials, supplementary readers, workbooks, source books, cartoons, dramatization, skits, mnemonic strategies, playway methods, and comics. It examines the role and importance of these tools and techniques in developing students' English language skills and making learning more engaging and effective. The document is an assignment on strategies for teaching English that was submitted to a lecturer in English for a B.Ed. program.
Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technolog...ijtsrd
This is an experimental research about reading skills at Dong Nai Technology University. Its objectives are to find out students’ perception about reading and mind maps as well as to find out whether mind maps can help students in improving their reading skills or not. The data were collected through tests and questionnaires. The test included pre test and post test which were delivered before and after the experimental teaching for both control class and experimental class. The questionnaires were delivered only to experimental class before and after the treatment. The results of this study showed that mind maps technique really helped in improving the students’ reading skills. Nguyen Hoang Phi | Truong Trong Nhan "Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technology University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38253.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38253/using-mind-maps-to-improve-the-students’-reading-skills-at-dong-nai-technology-university/nguyen-hoang-phi
Examining the effectiveness of some creative teaching techniques used at the ...Alexander Decker
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
Instructional media in teaching english to young learnersArina Ardillah
I just want to share this for anyone who need it. this journal is about the media that is used for teaching elementary school. The researcher do the research to investigate the use of instructional media and the solving of problems
This document discusses a research proposal that aims to examine the effectiveness of using various media to teach vocabulary to eighth grade students at SMPN 3 Teluk Dalam. Specifically, it will focus on visual media like flashcards, crossword puzzles, and word walls. The background discusses the importance of English and vocabulary learning in Indonesia. The problem statement asks if various media can effectively improve students' vocabulary. The objectives are to determine if media helps vocabulary achievement. The significance is that it could benefit students, teachers, and future research. The scope is limited to visual media and measuring improvement in nouns, verbs, and adjectives.
Influence of concept maps on achievement retention of senior secondary schoo...Alexander Decker
This document summarizes a study that investigated the effects of concept maps and lecture teaching methods on achievement and retention of organic chemistry concepts among senior secondary school students in Nigeria. Specifically, it examined: 1) The influence of each teaching method on achievement and retention scores, 2) The influence of gender on scores with each method, and 3) The interaction between teaching method and gender on scores. A quasi-experimental design was used with pre- and post-tests to compare scores of students taught with concept maps versus lecture. The study found that concept maps led to higher achievement and retention than lecture alone. Gender differences in scores were also found to depend on the teaching method used.
Assessing The Common Errors On Essay Writing Level In Case Of Second Year En...Valerie Felton
The document summarizes a research study that assessed common errors in essay writing among second-year English literature students. The study found that students lacked interest in writing essays and were weak in practicing to improve. It analyzed essays and identified errors in spelling, punctuation, capitalization, grammar, paragraph structure, subject-verb agreement, and developing thesis statements and introductory paragraphs. Most students responded that they did not have interest in writing essays and had not properly attended basic writing skills courses.
The effectiveness of using visual aids in introducing new vocabulary to Year ...Ivan Aziz
This study examines the effectiveness of using pictures to teach new vocabulary words to 5th grade students in Malaysia. The researcher conducted two lessons, one using traditional oral vocabulary instruction and one using images. Tests, interviews and student journals showed that the students performed better and were more engaged when pictures were used. However, pictures should be supplemented with other aids for words that are not concrete. The researcher aims to expand students' vocabularies to help them write descriptive compositions using targeted vocabulary words and explicit teaching strategies. Reflections showed that introducing basic vocabulary through classroom images helped reduce anxiety for some students, but they still relied on their native language unless consistently prompted to respond in English.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
This research proposal aims to determine whether second grade students retain more reading content through small group activities or direct instruction from the teacher. The study will involve teaching two reading lessons on comparing and contrasting animals to 19 second grade students using either direct instruction or small group work. A post-test will then assess how much information students retained from each lesson using the two different teaching styles. The hypothesis is that students taught with direct instruction will retain more reading content than those taught with small group activities.
This document describes an innovative flip book project created by a student called "The Very Hungry Caterpillar Flip Book". The flip book is based on the story "Two Brothers" and aims to enhance reading comprehension and writing skills. It contains a brief background of the author, the story, and a story map graphic organizer to help students visualize the key elements of the plot, including characters, setting, problem, and solution. The story map provides a framework to improve understanding and caters to different learning styles.
A REFLECTIVE TEACHING IN THE USE OF CONTEXT IN READING TEXTSBintang Emas
The document discusses using context to improve reading comprehension for students learning English as a foreign language. It proposes using pictures, diagrams, and short stories to provide context that helps students understand words and texts. The key strategies discussed are using pictures to illustrate meanings, grouping vocabulary through semantic mapping, and encouraging guessing of meanings from context clues. The goal is to make reading more engaging and help students comprehend texts despite limited vocabulary knowledge in English.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
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1How Does the Use of Reading Strategies Improve Achieve.docx
30
1. 1
The Teaching of Picture-Based Writing to The Eighth Grade Junior High
School Students of SMP N 1 Purwodadi in Academic Year 2011/2012
By
Nunung Dwi Oktavia
Resumed by : Umie Listiyorini
ABSTRACT
Writing is one of four importants language skills. Most of students get difficulties
in learning writing. The teacher can not make their writing classes more interesting to
stimulate the students to improve their ability. Teaching writing will be much more
easier if use media. One of them is picture. Picture is a drawing of some simple action,
object, or something that is shown. The writer uses pictures as the media of teaching
learning writing. The students will arrange word by word and sentence by sentence
easily by looking at the picture.
Key words : Based Writing, Picture. Student’s Ability
INTRODUCTION
Writing is one of four importants language skills. Learning writing can used the
audio visual and the visual aid. One of the visual aids that can be used in learning
writing is pictures. Pictures are used to remind us of a real life experience or to suggest
such an experience to us. They can help the students associate what they hear real life
experience.
There are still many English teachers who just focus on task book that they use to
teach. They jus ask the students to answer the question that is on the task book. If the
teacher does it every day, the students will be bored. The effect is classess will be noisy
and the teaching learning will not become maximal. The teacher should select the
2. 2
creative ways to make the classes more enjoy and the students will stay pay attention.
One of them is using pictures as media in teaching writing.
This study investigated the writing ability of the studens who are taught by using
pictures, the writing ability of the students who are taught without using pictures and
the significant difference in writing ability between students who are taught by using
pictures and without using pictures.
REVIEW OF THE RELATED LITERATURE
A. Writing
Writing is one of four basic language skills and writing is difficult. So, it
should be introduced to students from elementary school age. It is an important as
other skills. Skills of language are related to another. Definition of writing can be
same in any language. Generally, it is a written form to express something in which
there are many rules to build it. Vorak (1986), Kraples (1990), and Silva (1993)
suggest both first and second language writing involve essentially similar process,
but that second language writing is complexitified by the addition of new resources
and norm (Kern, 2000:177).
Writing is same with other language skills that gives benefits. Writing has its
own important values for both writers and readers. Reinking (1991:4) categorizes
four general writing purposes. That are to inform, to persuade, to express ourselves
and to entertain.
The result of wriing activity can be an enduring work in many forms. It can be
read by next generation. F course, it depends on the quality, quantity, and kind of
writing. There are kind of writing based on the design model. The various of it s
form are letter writing, journal writing, free writing, creative writing, overt
instruction, and mapping.
Hedge (2003:21-23) states at least there are three elements of writing that has
to master in writing. The three elements are :
1. Pre-writing
3. 3
2. Writing and rewriting
3. Editing
B. Media
According to Azhar Asyar (2005:3), definition of media came from Latin
language “medius” which middle, mediator or agent. In definition, teacher,
textbook, and schol environments are media. Especially, definition of media in the
teaching learning process is more to be meant as tools, grapics, photograph, or
electronics, to catch, to process and rearange visual and vrbal information.
Hamalik (1989) in Azhar asyad 91995) atates that the using teaching media in
the teaching learning process can rise new ddesire and draw interest, rise
motivation, and stimulus in learning activity, and event it can give psychologist
effects towards the students. The using of teaching learning in the orientation level
will help the effectiveness of teaching process and conveying information and
lesson content very much in the same time. Except rising motivation and students’
interest, teaching media can also help the students to increase understanding, to
present the data attractively and accurately, to facilitate the data explanation and
stuff the information.
C. Picture
The use of picture can give a great help to the teacher in the class. A picture
that suggests a story or a situation can be very valuable in the language class.
Picture is not new thing in the instructional word. It is a thing to convey idea.
Picture are usually in color of black and white. A teacher should be able to select
picture that will be more appropiate.
Finocchiaro (1974 : 101-102) state that the using of pictures in teaching is first,
to give more varied practice, pictures of boy, girls, men, and woman can be placed
one behind the other and pictures of means of transportation can also be stacked.
Second, situational picture should be used to stimulate ideas for the “freer”
composition we discussed.
4. 4
Picture can play an important role in teaching learning process. Not only in that
matter of writing, but also structure pronounciation and vocabulary. It will help the
students master the material that is presented by the teacher.
Picture used in formal instrument, however, it should be simple, clean, easily
seen the class and have one main point. Picture used for instrumental must be big
enough to be a great help to the teacher in the class. It can use by teachers during
teaching-learning process to support the presentation of the material by emphasizing
the student’s visual sense. Pictures are very simple visual aids. We can get the
pictures everywhere. We can get them from books, magazine, newspapers,
calenders, etc.
Picture can be used as media for making writing especially writing describtive
text. For example, the students are asked to write about camel. Without any picture
of the material, they will get difficulty in writing sentences or paragraph about
camel. Because the students many need a long time to remember the things in detail
for them. With using pictures, it can help students to identify the characteristic of
the camel and then make some sentences easily.
There are board function of visual material for writing activity. Those are :
• To motivate the students
• To create a meaningful conext
• To provide the students with information to refer to including objects, actions,
and event relationship.
• To provide non-verbal for relationship
• To provide non-verbal prompt to written composition.
From some functions above, picture has advantages to students. It does not
only help the students in creating in text, but also stimulate their idea and helps
them to write the object specifically.
METHOD OF THE RESEARCH
A. Design of The Research
5. 5
The writer applies experiment-quantitative method. Hyland (2002 : 170) sates
that “experimental methods are often used to investigate the language behaviour of
sample groups under controlled condition” an experiment is conducted in order to
know the effect of treatment.
According to Nunan (1993 :10), some characteristic of good experimental
research are :
1. Systematic
Does the study follow clear procedural rules?
2. Logical
Does the study proceed in a clear step-by-step fashion, from question formation
to data collection and analysis?
3. Tangiable
Are data collected from the real world?
4. Replicable
Could an independent researcher reproduce the study?
5. Reductive
Does the research establish patterns and relationship among individual variables,
facts, and observable phenomenon?
B. Subjects of The Study
In this research, the researcher determines the subject of the study to be three
categories namely :
1. Population
Population is the entire people who are of interest in a particular survey
(Brown 2001 : 71). In this research, the population is the second grade student
of SMP N 1 Purwodadi in academic year 2011/2012. The number of population
sometimes too big and the writer took the eighth years students based on
curriculum that direction has been taught to the eighth grades in the Junior High
School. It contains 7 classes and the total students are 280 students. The
average number of students of every class is 38-42 students.
6. 6
2. Sample
A sample is a part of the total and characteristic that had population.
Sample enables a esearcher to collect and organize data efficiently and
practically. In this study, there are 7 classes and the total number of students is
280 students. The writer have took 2 of 7 classes as sample. They are 8B and
8D. It is because if the writer took all of the classess, it will be too big research
and not efficient.
3. Sampling
Sampling is the way to take data from sample. In this researcher, the
researcher took purposive sampling by the recommendaton of the teacher based
on the teacher’s schedule. The researcher took the entire students class of two
classes. They are class B and class D .
Arikunto (2006:134) states that :
If the subjects are less than 100, the researcher should take the entire
subjects. The research is a popu;ation research. If the population is more
than 100, the researcher should take 10%-15% or 20%-25% or more. It
depends on the situation.
in this case, the researcher will take 15% of the total population. So the
researcher will take 42 students from 2 classes. It will be experimental class and
control class.
C. Instrument of The Research
Instrument is a mean to collect data. This reseach is to measure student’s
ability to construct writing by using pictures as media. The main instrument is a
writing test. The test consists of :
1. Pre-test
Before the writer teaches by using pictures, the writer gave a test to the students.
Pre test will be given to the experimental and control group with the same test,
the score that is obtained will be analyzed from all the students test.
2. Post-test
7. 7
To get the data, a post-test will be given to the experimental group and control
group. It will be given in order to know the ability of the students who are taught
by using pictures and without using pictures. The writing test includes the
elements of writing which are content, organization, grammar, vocabulary, and
mechanic.
D. Technique of Data Collection
The main purposes of this reseach is to know the student’s ability to construct
writing by using pictures as media. In order to get data, the researcher made some
meetings with the students and did some actions or steps as follows :
1. The researcher came to SMP N 1 Purwodadi to find the information about
students from a senior English teacher of eighth grade students and headmaster.
2. The researcher begin the research by explaining what should the students with a
pictures.
3. The researcher gave sheets of paper of pictures to students and gave example
how to write by using picture as media.
4. The researcher gave sheets of paper of an unfinished picture-based writing to
students then ordered them to complete the writing.
5. He final step is to order the students to construct writing by using picture
individually. It’s scored for its content, organization, grammar, vocabulary, and
mechanic.
E. Technique of Data Analysis
The researcher uses ‘t-test’ to analyze the significant of the differences
between that booth group to get result that teaching using can improve student’s
writing ability.
1. The researcher made an experimental group and control group
The experimental group used to insert the scores of experimental group,
these are about the score of post-test and the square of residual.
The control group consist of :
• Subject -
8. 8
• Pre-test
• Post-test
• Difference
• Square difference
The control group used to insert the scores of control group. These are about
the score of pre-test, the residual between pre-test and post-test and the square of
difference.
The experimental group consist of :
• Subject -
• Pre-test
• Post-test
• Difference
• Square difference
2. The writer calculated the mean of each group, according to Anas Sudijono
(2010:76) :
Mean is every number that can be used as a representative of the series
of the average value was his form is just one number only, but with a
single number that can be reflected in a general overview about the
collection or material information in the form of a row of number.
The following is the formula :
a. Cont. Group
b. Exp. Group
=
Where :
: The mean scores of the control group
: Sum of deriviation of control group
: The number of sample of the control group
: The mean scores of the experimental group
: Sum of deriviation of experimental group
9. 9
: The number of sample of experimental group
3. The sum of deviation each group
a. Cont. Group
b. Exp. Group
Where :
: Sum of the square of deviation of control group
: Sum of the square of deviation of experimental group
: The square of deviation of control group
: The square of deviation of experimental group
: The number of sample of control group
: The number of deviation of sample of the control group
4. The writer applies all of formula into t-test
t-test =
where :
: Mean of deviation of control group
: Mean of deviation of experimental group
: The total of the square deviation of the control group
: The total of the square deviation of the experimental group
: The number of sample of control group
: The number of sample of experimental group
(Arikunto, 2006 :311)
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
After having observation and doing pre-test and post-test in the classroom, the
writer got data from the result of the test. The observation began on , the writer took
10. 10
permission from the headmaster of the SMP N 1 Purwodadi and English teacher of
eighth grades. The English teacher recommended the writer to teach two class that
is 8B and 8D. 8B is control group and 8D is experimental group. The English
teacher given the schedule of each classes that is on Tuesday , 2011 for pre-test of
8B and on Wednesday , 2011 for pre-test of 8D. On Tuesdy , 2011 for post-test of
8B and on Wednesday , 2011 for post-test of 8D.
In giving score the writer considered the score can be calculated with the
following formula :
Score =
a. The result of the test
Students’ score of control group
Students : 42
Pre-test : 2759
Post-test : 3017
Difference ( : 258
Square difference ( : 4750
Students’ score of experimental group
Students : 42
Pre-test ( : 2963
Post-test : 3418
Difference ( : 455
Square difference ( : 10633
b. The mean of each group
Control group
Experimental group
=
11. 11
=
= 10.83
c. The sum of deviation each group
Control group
Experimental group
d. Applies of formula into t-test
t-test =
t-test =
t-test =
t-test =
t-test = 2.067
To examine whether the difference between the means of the control group
and experimental group is satistically significant, t-obtaine be consulted with the
critical value in the t-table. The writer used the 5% (0.05) level of significant.
The number of subjects from both groups is 84, so the degree of freedom is 82
from ( . For 5% alpha level and 82 degree freedom, there is no definite critical
value in t-table. It is necessary to find the definite value using interpolation.
t-table for : 60 = 167
120 = 1.66
82 = . . . ?
12. 12
1.67 – t = 0.0037
t = 1.6663
The t-table is 1.6663, the obtained t-value is 2.067 so the t-value is higher
than the critical value on the table (2.067>1.6663).
e. The different achievement between the experimental and control group
• Control group (the average on pre-test )
Control group ( the average on post-test)
The rise of the average score on control group
71.83 – 65.69 = 6.14
• Experimental group (the average on pre-test)
Experimental group (the average on post-test)
The rise of the average score on experimental group
13. 13
81.38 – 70.54 = 10. 84 ( after giving pictures as media of writing)
The experimental group gets better development, the average increase 10.84
point, whereas the control group only increase 6.14 point.
B. Discussion of Research Findings
In the pre-test, the average score is 70.54, while in the post-test the average
score is 81.83. So, the result shows that the post-test as better than the pre-test. To
check the significant effect of using pictures, the writer analyze by using t-test
formula. The result of the t-test is 2.067. the writer consult the critical value on the
t-table using the 5% (0.05) alpha level of significance and the degree of freedom
which is 1.6663. since the obtained t-value is higher than the critical value on the
table(2.067>1.663), the difference between teaching writing by using pictures as a
media and without pictures.
We also could look at the differences of pre-test and post-test of experimental
group. There was so significant difference between pre-test which is taught without
using pictures and post-test which taught using pictures as a media. And the control
group there was not so significant residual between pre-test and post-test which is
both taught without using pictures.
CONCLUSION AND SUGGESTIONS
A. Conclusions
1. There is a significant difference of students’ achieement in teaching writing by
using pictures as a media and without using pictures for eighth grades students
of SMP N 1 Purwodadi in academic years 2011/2012.
2. The use of pictures in teaching writing is more effective than teaching writing
without pictures. From the two classess, the experimental and the control group,
the measurement shows that the increasing line of writing achievement of the
experimental group is higher then the control groups.
3. The eighth grade students’ ability to improve writing skill using pictures as a
media. From the result of test done by the eighth grade students of SMP N 1
14. 14
Purwodadi, the writer had found the average score of post-test in experimental
group is 81.38. So, using pictures as a media in teaching writing of eighth grade
of SMP N 1 Purwodadi is good.
4. The eighth grade students’ ability to mprove writing skill without using pictures
as a media, the writer found the average score of post-test in control group is
71.83. So, the teaching writing without pictures as a media is still not good.
B. Suggestions
1. To the Teacher
English teacher should realize that writing is important. From this statement,
the teachers are hoped to know well how to teach and to choose the suitable
technique for their students in teaching and learning process. The teacher should
be aware of the teaching and give more exercise and using other interesting
media to the students in order to improve the students writing skill.
2. To the Students
The atudents should pay attention to the teachers’ explanation during the
lesson therefore the objectives of the study can be reached. The students can use
pictures as a media in learning writing, it can help them to study how to arrange
between content, organization, grammatical, vocabulary and mechanic to be a
good sentence. This students also can study with happy, enjoy, and not bored.
3. To the Readers
The writer hopes that readers get information about how to use ictures as
media and use the media as a strategy in writing section.
4. To the Writer
The writer hopes that the result of the research can give input to the teaching
and learning English, especially to teach how to improve students’ writing skill
by using pictures as a media.
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15. 15
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