Articles

Integrating The Directed Reading Thinking Activity (DRTA) and The Survey, Question, Read, Recite and Reviews (SQ3R) Strategy to Enhance Students’ Reading Comprehension of Descriptive Text in Senior High School

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This research aims to find out whether there is any significant improvement in students’ reading comprehension after the students were taught through the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. This is a quasi-experimental research design that conducts a quantitative method with 30 students as the samples. The students were tested through the reading test before and after the treatment namely the integrated DRTA with SQ3R. The data were statistically analyzed using paired samples t-test through SPSS version 22. The finding shows that there is a significant improvement in students’ reading comprehension after the students are taught using the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. The average score in the pre-test is 54.33, while in the post-test, it is 72.53. The sig (2-tailed) is 0.000 which is lower than 0.05. It means that there is a significant difference between the score of pre-test and post-test. Then, it is suggested for teachers to apply this new integrated strategy at class because this is a very good choice to embrace students to the effective steps in answering the questions of reading comprehension. Last, this research could be a reference for further researchers who want to conduct similar researches.

PLEASE Strategy Based on Product Approach (PSBPA) to Enhance Students’ Achievement in Writing Descriptive Text

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Modifying a couple of method can cover their weaknesses each other. This current research aims to intently find out if there is a significant improvement in students’ writing achievement after the students are taught through PLEASE strategy based on Product approach. This is a quasi-experimental research design that conducts a quantitative method. The students were gave writing tests, namely pre-test and post-test. There are 23 students in a class. The students are given treatments with the strategy namely PLEASE based on an approach namely product approach (PSBPA). The data are statistically analyzed through paired sample t-test in SPSS version 22 to obtain the findings. The finding shows that there is a significant improvement in students’ writing achievement after the students are taught through PLEASE strategy based on Product approach. The score of post-test (73.46) is higher than pre-test (56.91). The t-value, which is 14.071 is higher than the t-table, which is 2.074 with the sig (2-tailed) is  0.000 which is lower than 0.05. It is suggested for teachers to apply this new strategy at class, because it can boost the students’ writing ability, especially in descriptive text. Teacher should integrate PLEASE strategy in teaching writing for other text types and use model texts to guide writing tasks. And for further researchers should explore the strategy’s impact on different age groups or other types of writing.

The Guided Self-Correction to Improve Indonesian EFL Students’ Writing Achievement

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The current research aimed to identify the effect of the guided self-correction on students’ writing achievement. The study employed a quantitative design. The subject was 1 class which consisted of 31 students. This research used a purposive sampling method. The data were collected through the pre-test and post-test in the form of writing tests. The data from both pre and the post-tests were compared using SPSS 25.0 The results showed there was a statistically significant difference of students’ writing achievement when the students taught by guided self-correction with the significant level, 0.03. That is, when the students provided with the guided self-correction had better writing achievement. Therefore, the guided self-correction had statistically significant effects on the students’ descriptive writing achievement. The findings suggest that the guided could be implemented to facilitate students to improve their descriptive writing achievement.

A Guided Writing Technique based on Project-Based Learning to Improve Students’ Descriptive Text Writing

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This study aims to find out whether the Guided Writing technique based on Project-based Learning could improve the students’ descriptive text writing. The research was a quantitative research. The design was one-group pretest-posttest design where there was only one group as the experimental class. The study was done in SMPN 1 Dente Teladas Grade VII, consisting of 32 students. There was a total of six meetings, which were 1 meeting for pretest, 4 meetings for the treatment, and 1 meeting for the posttest. The data was collected from a writing test and analyzed using SPSS v.25. The result shows that the Guided Writing technique based on Project-based learning could improve the students’ descriptive text writing. In conclusion, the use of Guided Writing technique is maximized when it is used based on Project-based learning, and applying the Guided Writing technique based on Project-based Learning is able to cover the weakness that the Guided Writing technique has.