ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The aim of the study was to analyze the factors contributing to students’ difficulties in the paragraph writing course. The research method employed was Descriptive Qualitative, with the research population consisting of 34 second-semester students of English Education in the A1 class. The sample comprises eight students selected using a purposive sampling technique. The researcher utilized Observation and Interviews as research instruments. Data analysis techniques involved data collection, data reduction, data display, and conclusion verification. The research findings indicated four indicators influencing difficulties in writing a paragraph: Content, Organization, Grammar, and Mechanics. Determining content and organization emerged as prominent issues affecting students in paragraph writing. Students’ problems in writing a paragraph were also influenced by various factors, categorized into internal and external factors. Internal factors affected students’ low self-motivation, low self-confidence, and inadequate vocabulary mastery. Dominant internal factors were low self-confidence The external factors that influenced was teaching style, unsupportive environment, and classroom situation. The dominant external factors are an unsupportive learning environment and classroom situation. This research concluded that there were dominant indicators and factors influencing students in writing paragraphs.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The study aimed to identify the problems faced by students in writing a recount text in English and the factors influencing these problems. The research method used in this study was qualitative, with the subjects being eight-grade students of SMPN 8 Tarakan. The sample was determined using purposive sampling, consisting of 29 students. Data collection techniques included tests and interviews, with the research instruments being a writing test and an interview script. The results of the study showed that there were several aspects of writing, namely Organization with an average score of 14.34, Vocabulary with an average score of 12.21 (categorized as Good to Average), Content with an average score of 20.79, Grammar with an average score of 15.38, and Mechanics with an average score of 3.41 (categorized as Fair to Poor). The students’ problems in writing recount texts were influenced by various factors, including a lack of understanding of recount text material, limited vocabulary, low self-confidence, feelings of same, and the influence of the mother tongue. External factors include teaching styles, an unsupportive environment, and classroom situations.
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
THE USE OF GUIDED QUESTIONS TECHNIQUE TOWARDS STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT AT EIGHTH GRADE OF SMPN 6 TARAKAN Stevani Nike English Education Department Faculty of Teacher Training and Education, Borneo University Tarakan Email: [email protected] Advisor: Winarno, M.Pd Abstract: The purpose of the research was to determine whether or not guided questions technique help students in writing a descriptive text, by implementing pre experimental method; it was done by comparing the difference of their writing before and after they were thought using guided questions techniques. The subject of this research was the eighth grader students of SMP N 6 Tarakan. There were 28 students. The instrument was a written test consisting of guided questions in pretest and post-test to measure the subjects' learning achievement during the treatment Based on the analysis, it indicated that there was a difference between the pretest and posttest. In terms of their average score, it was 57.43 from the pretest, and it increased after the posttest, 71.64. This proved a significant difference between the situation before and after the treatment. The result of paired sample test showed that the result of t test (11.384) was much higher than t-table (2.052). Thus, it can be concluded that guided questions technique has been proved to be an effective technique to improve students' writing skill, especially descriptive text, for the subject in this research. Keywords: Writing Skill, Guided Questions Technique, Descriptive Text
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstract: The objective of this study was to determine whether there was a significant effect of using cue card for teaching writing in recount texts for eighth graders at SMP Negeri 12 Tarakan. This research employed a pre-experimental method, with one pre-test and post-test experimental group consisting of four meetings including treatment. The sample was taken by purposive sampling technique and the number of samples was 25 students in class 8.6. The instrument of this research was a written test of essay type. The data analyzed were pre-test and post-test using online cue card media through videos shared the Whatsapp application and repetition of material explanations through the Google Meet application. The Researcher looked for differences before and after being taught using cue card media. Data analysis using SPSS application was used for statistical analysis. The results of this study indicated the differences in the scores of the two tests in the use of cue cards before and after being taught. The researcher determined the students' average score in the writing test between the pretest and posttest. Researcher found the mean value of the pretest was 67.96 before being given treatment. After being given treatment, the average posttest score was 78.96. The developmental average of both tests was 11.00 points. The result of the t-test analysis was 12.803. This means that the t-test is higher than the t-table where the degrees of freedom (df) are 24 and the significance level is 5% p = 95%. (t test 12,803 > t table 2,064). So, it can be seen that the posttest value is higher than the pretest value. Ha is accepted when the t-score is higher than the t-table, while Ho is rejected.
ThesisOpen AccessMetadata saja
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The objective of this research was to identify the problems in writing an expository text in the fourth semester of the English department in Universitas Borneo in the academic year of 2018/2019. The subjects include all 14 students in the class. This applied a qualitative descriptive approach. It was conducted in April-May 2020. The data collection was done by documentation and interview. The first was done by analyzing the students' expository writing to identify the mistakes there. This was to identify the various problems they have and the most dominant among them. The results indicate that they have problems in the aspects of content, organization, vocabulary, grammar, and writing mechanics. The most dominant in the content is at the topic development. The one in the organization is lacking logical sequencing; and that in the vocabulary is the word accuracy, without reducing the meaning clearer. There are some dominant problems in grammar, those are verb pattern, pronouns, subject-verb agreement, and unclear meaning. Meanwhile, punctuation is the dominant issue in the mechanics. In sum, the problems have resulted from their low understanding of those five writing aspects. They are confused to start writing and to write correct and meaningful sentences.
