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This study outlines the challenges faced by students that lead to system stagnation when they encounter difficulties in completing their research reports within the expected timeframe. Inadequate English language competence is a major factor likely to hinder the progress and success of most authors referred to as 'emerging researchers.' Therefore, this research aims to understand the pedagogical impact of research writing on enhancing scholarly writing skills and improving English language proficiency for emerging authors. This study employs a qualitative research approach with a case study design. This approach aims to understand real-life circumstances involving the subjects under investigation. Semi-structured interviews were used to collect data. The data were analyzed using Miles and Huberman's data analysis techniques, which include data reduction, data display, and verification. The research results show that the pedagogical impact of research writing in improving scientific writing skills and improving English language skills is increasing pedagogical skills in English academic writing and increasing the level of publication of research results.

This study outlines the challenges faced by students that lead to system stagnation when they encounter difficulties in completing their research reports within the expected timeframe. Inadequate English language competence is a major factor likely to hinder the progress and success of most authors referred to as 'emerging researchers.' Therefore, this research aims to understand the pedagogical impact of research writing on enhancing scholarly writing skills and improving English language proficiency for emerging authors. This study employs a qualitative research approach with a case study design. This approach aims to understand real-life circumstances involving the subjects under investigation. Semi-structured interviews were used to collect data. The data were analyzed using Miles and Huberman's data analysis techniques, which include data reduction, data display, and verification. The research results show that the pedagogical impact of research writing in improving scientific writing skills and improving English language skills is increasing pedagogical skills in English academic writing and increasing the level of publication of research results.

This research employs a quantitative causal (cause and effect) method with variables including the BBC Learning English Android-based application as variable X, while Writing Skill as variable Y1, and Learning Outcomes as variable Y2. The research questions are as follows: 1) Does the Use of the BBC Learning English Android-based Application Influence the Writing Skills of Grade X Students at SMA Plus Bustanul Ulum Jember? 2) Does the Use of the BBC Learning English Android-based Application Influence the Learning Outcomes of Grade X Students at SMA Plus Bustanul Ulum Jember? 3) Does the Use of the BBC Learning English Android-based Application Influence Writing Skills and Learning Outcomes Simultaneously for Grade X Students at SMA Plus Bustanul Ulum Jember? The respondents of this research are Grade X students at SMA Plus Bustanul Ulum Jember. Data analysis employs multiple correlations using SPSS v. 23 for Windows. Data collection procedures include interviews, questionnaires, and documentation. The research findings can be summarized as follows: 1) The Hypothesis Test Result indicates a significant difference between the conventional learning media and the BBC Learning English Android-based application concerning the Writing Skills of Grade X students at SMA Plus Bustanul Ulum Jember. With a probability of 0.008 (sig) < 0.05, the null hypothesis is rejected. 2) The Hypothesis Test Result reveals that the use of the BBC Learning English Android-based application has a positive influence on the learning outcomes of students, as the analysis yields 0.535, signifying a 53.5% positive impact. This implies that the use of the BBC Learning English Android-based application affects students' learning outcomes. 3) The Hypothesis Test Result on the simultaneous influence of the BBC Learning English Android-based application on Writing Skills and learning outcomes indicates that the proposed hypothesis in Chapter II is accepted, signifying "No influence of the BBC Learning English Android-based Application on Writing Skills and Learning Outcomes of Grade X students at SMA Plus Bustanul Ulum Jember." The SPSS v. 23 calculation results show a correlation with a significance level of 99%.

As a skill that experts place at the highest level in language acquisition, writing skills become considered the most difficult. BIPA level 4 is the initial level of complex writing according to the SKL BIPA Permendikbud No. 27 of 2017. Writing skills considered difficult should be packaged with a fun and meaningful learning model, one of which is developing a Game-based Learning model. Identifying curriculum and empirical needs is the initial stage carried out in developing Game-based Learning. This research aims to identify the curriculum and syllabus of BIPA 4 writing, which aligns with identifying empirical learning needs through field studies of BIPA teachers at home and abroad. The results showed that argumentation text is the most challenging text to learn, while the most accessible text to learn is persuasion text. In terms of grammar, the affixes me-kan, ke-an, and ter- are the most difficult languages to learn, while the most accessible grammar to learn is sentence expansion, conjunctions, rephrases, and technical terms. The results also found that BIPA 4 learners need to read texts related to Indonesian insights, including culinary, biodiversity, culture, local wisdom, and tourism. Abstrak Keterampilan menulis sebagai keterampilan yang ditempatkan para ahli pada tataran paling tinggi dalam pemerolehan bahasa menjadi sebuah keterampilan yang dianggap paling sulit. Jenjang BIPA 4 merupakan jenjang awal pembelajaran menulis yang kompleks menurut Standar Kompetensi Lulusan BIPA Permendikbud No. 27 Tahun 2017. Keterampilan menulis yang dianggap sulit sebaiknya dikemas dengan model pembelajaran yang menyenangkan dan bermakna, salah satunya dengan mengembangkan model pembelajaran berbasis game edukasi atau Game-based Learning. Identifikasi kurikulum dan kebutuhan empiris di lapangan merupakan tahap awal yang dilakukan dalam pengembangan Game-based Learning. Penelitian ini bertujuan untuk mengidentifikasi kurikulum dan silabus menulis BIPA 4 yang kemudian diselaraskan dengan identifikasi kebutuhan pembelajaran secara empiris melalui studi lapangan terhadap pengajar BIPA di dalam dan luar negeri. Hasil penelitian didapatkan bahwa teks argumentasi merupakan teks yang paling sulit dipelajari sedangkan teks yang paling mudah dipelajari adalah teks persuasi. Dari segi kebahasaan, imbuhan me-kan, ke-an, dan ter- merupakan kebahasaan yang paling sulit dipelajari sedangkan kebahasaan yang paling mudah dipelajari adalah perluasan kalimat, kata hubung, kata ulang dan istilah teknis. Hasil penelitian juga menemukan bahwa pemelajar BIPA 4 memerlukan teks-teks bacaan yang berkaitan dengan wawasan nusantara atau wawasan ke-Indonesiaan, di antaranya yaitu kuliner, keanekaragaman hayati, budaya, kearifan lokal dan wisata. Kata Kunci: BIPA 4; GBL; identifikasi kurikulum; kebutuhan pembelajaran empiris; keterampilan menulis

The Common European Framework of Reference for Language (CEFR), is a method and tool for measuring a person's language skills by using tests according to special procedures for classifying beginner, intermediate, and advanced-level abilities. Therefore, this measurement tool is one of the researchers' goals: to provide examples of various language tests of beginner's writing skills that are classified according to the CEFR measures at levels A1 and A2. This research will analyze examples of writing skill tests for beginners based on the CEFR method. This research was carried out using a desk study design with reading and writing data sources related to language testing forms based on the CEFR method and scoring techniques using desk research methods. The results of this research indicate that the CEFR method is effective for measuring students' abilities and that the writing skill test models can be classified for beginners.

Background: The objective of writing instruction is to equip students with the ability to proficiently comprehend and produce various types of texts, such as monologues, paragraphs, or essays. So, finding and applying appropriate teaching methods to teach writing skills is necessary. Methods: The subjects of this research were the students at grade VIII of SMP Negeri 3 Bambalamotu that consisted of 22 students. This research was Classroom Action Research (CAR) covering plan, action, observation, and reflection. This research was carried out in two cycles. The first meeting focused on explanation of the materials through the syntax of Genre-Based Approach; 1. BKOF (Building Knowledge of the Field), 2. MCOT (Modeling Construction of the Text), 3. JCOT (Join construction of the Text) and 4. ICOT (Independent Construction of the Text). And the second meeting focused on evaluation. Results: The data of this research were obtained from observation, field notes, and writing test. In the initial test of cycle 1, it was evident that the students did not meet the success standards as they struggled to write descriptive paragraphs. However, the test results in cycle 2 revealed that the introduction of the GBA (Guided-By-Approach) effectively enhanced the students' writing abilities. By following the stages outlined in the GBA, the challenges faced by students in writing can be reduced. Conclusion: three key elements of the GBA, namely collaboration, joint construction, and independent construction, contribute to the potential for improvement in students' writing skills.

This study was aimed at investigating the relationship between EFL students’ perceptions of themselves as writers and their writing performances in an EFL setting with particular reference to first-year undergraduate students at Dire Dawa University, Ethiopian. To the researcher’s best knowledge, how EFL students perceive themselves as writers when writing in English and its relationship and influence on their writing performance was an undiscovered area in the Ethiopian tertiary level contexts. The study used a mixed method research approach of correlational design. As a result, data for the study were collected using questionnaires, writing tests, and interviews, and were analyzed quantitatively and qualitatively. The findings of the study revealed that there is a positive relationship between students’ perceptions of themselves as writers and their writing performances though there is no statistically significant relationship between these two variables. The research results also revealed that students had average perceptions of themselves as writers and their writing performance was found low. Moreover, the results of the study show that students writing performance is influenced by their general progress and physiological state. Generally, it was understood that students’ perceptions of themselves as writers have a positive relationship, and influence on their writing performance levels.

Pembelajaran bahasa Indonesia mampu meningkatkan kemampuan komunikasi siswa yang dapat digunakan dalam menjalin hubungan dengan orang lain. Proses pembelajaran yang tidak bervariasi menyebabkan siswa tidak tertarik dan merasa bosan dengan pelajaran bahasa Indoensia. Penelitian ini bertujuan untuk meningkatkan hasil belajar bahasa Indonesia keterampilan menulis teks berita siswa kelas VIII SMP Diponegoro 2 Jakarta. Penelitian ini dilakukan menggunakan metode Penelitian Tindakan Kelas. Subyek penelitian ini adalah siswa kelas VIII yang berjumlah 31 anak. Jenis data dalam penelitian ini adalah kualitatif dan kuantitatif berupa data tes menulis teks berita. Sedangkan data kuantitatif berupa pelaksanaan pembelajaran yang diperoleh melalui lembar observasi. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa penerapan model pembelajaran audio visual dapat meningkatkan keterampilan menulis teks berita siswa kelas VIII SMP Diponegoro 2 Jakarta. Hal ini dapat dilihat dari presentasi hasil tes tindakan siklus I yaitu dari 31 siswa mengikuti tes, sebesar 58% atau sebanyak 18 orang siswa yang mendapat nilai ≥70. Sedangkan hasil tes tindakan pada siklus II dengan presentase 90% atau sebanyak 28 siswa mendapat nilai ≥ 70, sehingga penelitian ini dihentikan pada siklus II karena indikator keberhasilan penelitian telah tercapai yaitu 85%.

The writing proficiency of Islamic Junior High School (MTs) students falls short of expectations due to limited literacy, time constraints, and a lack of writing material ideas and references. This study evaluates the effectiveness of the Experiential approach model in enhancing narrative writing skills among ninth-grade students at MTsN 8 Gunungkidul during the 2022/2023 academic year. Using a one-group pretest-posttest design, 63 students were randomly selected from a population of 158 students, divided into an experimental group (IXC) and a control group (IXE). Data were collected through documentation, tests, and observations and analyzed with various methods. The research results indicate that the use of the Experiential approach model significantly improved students' writing abilities in Inspirational Stories compared to the conventional approach. This research serves as a valuable reference for teachers in selecting effective teaching models and for future studies in the field.

Portfolio assessment is an ongoing evaluation based on collecting assignments and information from students to show the progress of competency development over a certain period. The method used in this research is action research, where researchers can be directly involved in improving the quality of lectures, which is reflected in improving students' writing skills. Then the researcher engages in reflection on the problem, collects and analyzes data, and implements changes or an action plan based on the reflection results. The purpose of this study Islam to improve the Arabic writing skills of library science students at UIN Sunan Kalijaga Yogyakarta by using portfolio assessment. The research results show that portfolio assessment innovations can improve the writing skills of Library Science students at UIN Sunan Kalijaga Yogyakarta.

One of the language skills that require a process of practicing, learning, and proper techniques for teaching students in writing. By intensive practicing and studying, students become skillful faster. It seems difficult for students to compile their writing without making careful planning before writing. Many students cannot express their opinion because the teacher does not teach them properly. Teaching writing with monotone techniques inhibits students to get the ideas provided by the teacher during the writing learning process. This research focused on the methods used by the teacher in Maharah Kitabah (writing skills), which was at relay writing method (chain writing). The research method used was experimental, that data was collected by observation and test. Then, the data were analyzed by using the N-Gain. From the results of the N-Gain test, the average score of the pre-test and post-test scores has increased by a percentage of 59%. While the average score obtained from the acquisition of the N-gain value is 0.72, therefore, the category was high. This result proves that the estafet writing method can improve Arabic writing skills outcomes.

Writing skills are a specific perspective that allows writers to put their thoughts into words. Students mentally connect with words and messages through writing skills. Writing, on the other hand, is a difficult skill to master. It requires the ability to combine words and sentences. The researcher used qualitative research. Qualitative research methods focus on in-depth understanding, interpretation, and disclosure of the meaning of the data collected. The type of research used by the researcher is a case study. A case study is used because the researcher can understand the context, process, and complexity of the phenomenon under study. This type of research allows the researcher to explore perspectives, experiences, and meanings in the data collected related to An Analysis of Factors that Affectefl Studentsaffect students research results can provide deep, contextual, and detailed insights into the case under study, which can be used to inform policies, practices, or further theoretical development. The subjects in this study are English Education Students at a University in Jakarta, Indonesia. Based on the findings and discussion, it can be concluded that students who are less motivated, less confident, and do not want to practice writing are due to several interrelated factors. These factors are a misunderstanding of writing, lack of experience, and negative self-perception. Misunderstanding writing can make students feel that writing is difficult and boring. Lack of experience can lead students not to have the skills they need to write well. Negative self-perception can lead students to feel that they are not good writers and will never be able to improve their skills. Therefore, to improve students' motivation, confidence, and interest in writing, efforts must be made to address these factors. Teachers and students must collaborate to develop effective and efficient writing learning strategies.

The rapid development of technology encourages educators to create interesting learning methods that are attractive to students. Using Instagram as the learning medium in teaching, this research aimed to find out students’ writing skills improvement and their perception after being taught using Instagram. This research used a mixed-method design to analyze the students’ writing improvement and perception of the use of Instagram. To collect data, the researcher carried out a pretest and posttest of one class pre-experiment with 25 students and a semi-structured interview of ten participants who got the significant posttest writing improvement. Statistical findings revealed the students’ result of the posttest was higher than pretest, the data shows that the Significance (2-tailed) value is smaller than 0.05. It means statistically there is a significant difference between students’ pretest and posttest results. This was supported by the semi-structured interview on which the result shows the students’ perceptions of the use of Instagram as a learning medium were mostly positive. The findings of this research are relevant to the development of English Language Teaching, particularly to create interesting learning strategies that are attractive to students.

Most of Indonesian students can read Arabic texts, but they cannot write good Arabic according to its rules. This research was aimed to study the characteristics of the teaching materials in Imlâ’ and find out its effectiveness for enhancing writing skill. The research used Research & Development (R&D) methodology, and used four research instruments to collect the data: interviews, questionnaires, tests, and documents for collecting data. In analyzing data, Paired Sample t-Test was used. The procedures started from the literature review, planning, design, validity and experiment to the students. Among the most important results of this research is the presence of teaching materials in the form of a textbook. Its validity is good grade, with a percentage score of 86.4%, meaning that the designed materials can be used with little modification and correction. As for its effectiveness, the researcher studied that Sig. (2-tailed) result is (0,000) < (less than) (0,005). It means that the teaching materials designed for the Imlâ’ are effective to develop the writing skill of students.

This study aims to determine the effect of collaborative learning strategies on writing skill with a face to face learning process at MA Asy-Syifa Totikum. This study uses descriptive qualitative methods with three data collection techniques, namely: observation, interviews, and documentation. The results of this study indicate with the implementation of collaborative strategies in learning writing skill, student learning outcomes have increased. As for the application of collaborative strategies in learning Arabic writing skill, it is carried out through the following stages: determining learning objectives, dividing students into heterogeneous groups based on the results of the Arabic language report scores and gender, the teacher gives free writing assignments to all students, students are asked to choose a predetermined theme then students write based on that theme using vocabulary, tarkib, and language skill that have been learned, if they have difficulty in making essays students discuss with their group friends. In addition, students are asked to write new vocabularies under the essay, so that students can learn, add vocabulary, and improve students memory.

Writing skill is a productive language skills that should be mastered by vocational students. It has become a critical issue in the study of English for Specific Purposes (ESP) and a challenging one in Indonesian context in the context of English as Foreign Language learning. This paper aims to investigate the impact of PBworks media application on vocational students’ collaborative writing skill. The research used the experimental approach. The respondents included 60 vocational students selected randomly and divided into two groups with 30 students in the control group and 30 students in the experimental group. The PBworks media was applied in the experimental group, while the control group received face-to-face writing class without incorporating learning media. The data were obtained by comparing student scores in the pre-test and two post-tests. The analysis of covariance (ANCOVA) was used to obtain the result. It showed that there is a statistically significant difference between using PBworks and non-Pbworks media in regard to the students’ writing performance (p < .05). Moreover, vocational students believe in the benefit of the PBworks media application in developing collaborative writing skill despite the disadvantages.

Abstrak: Penelitian ini adalah penelitian kuantitatif yang memiliki tujuan untuk menginvestigasi efek dari gamifikasi berdasarkan cerita lokal Bali sebagai media belajar terhadap kemampuan menulis siswa kelas 5 SD. Desain yang diaplikasikan pada penelitian ini adalah kuasi-eksperimental dengan one group pre-test post-test. Penelitian ini dilaksanakan dalam 6 kali pertemuan di SDN 1 Banyuning yang berlokasi di Kabupaten Buleleng, Bali. Penelitian ini menggunakan siswa di SDN 1 Banyuning sebagai populasi dengan sampelnya adalah 31 siswa kelas 5 SD pada tahun akademik 2019/2020. Ada dua jenis instrumen yang digunakan yakni; instrumen perlakuan dan instrumen pretest posttest. Instrumen perlakuan yang digunakan yaitu gamifikasi itu sendiri, sedangkan instrumen pretest posttest yang digunakan adalah dalam bentuk tes menulis. Para siswa diberikan pretest dan posttest di setiap pertemuan. Hasil dari pretest dan posttest menunjukkan bahwa nilai rata-rata post-test siswa lebih tinggi dibandingan nilai rata-rata pre-test (85.39 > 51.73). Kemudian, hasil dari pengujian hipotesis dengan paired sampe t-test menunjukkan bahwa nilai t-hitung lebih besar dari t-tabel (13.533 > 1.796). Hal tersebut membuktikan bahwa terdapat efek yang signifikan dari penggunaan gamifikasi berdasarkan cerita lokal Bali sebagai media pengajaran terhadap kemampuan menulis siswa kelas 5 SD. Abstract: 21st century learning requires the implementation of digital-based teaching media. The study aimed at examining the effect of gamification based on Balinese local stories as teaching media on fifth grade students’ writing skill. Quasi-experimental research method with one group pre-test post-test was implemented. The study was conducted at SDN 1 Banyuning, Buleleng Regency, Bali. There were 31 samples of the fifth-grade students in academic year 2019/2020. Two instruments were administrated; treatment instrument (gamification based on Balinese local story) and pretest and posttest instrument (in the form of writing test). The students were repeatedly given six pre-test and post-test in the six meetings. The score of pre-test and post-test showed significant difference where post-test was higher than pre-test (85.39 > 51.73). The hypothesis testing result revealed that the tobs of the data was higher than the t cv (13.533 > 1.796) with (α = 0.05). This indicated that there was a significant effect of gamification based on Balinese local stories as teaching media on the fifth-grade students’ writing skill. Thus, Gamification based on Balinese local story is suggested to be used as teaching media to develop students’ writing skill.

A popular video sharing site, YouTube, could be used as an alternative teaching medium in online learning activities during the COVID-19 pandemic. It is useful to help students to keep on learning and get materials well in the difficult circumstance caused by the pandemic. This study aims to describe how Youtube is used as a learning medium in English teaching, especially the writing skill at MTs Ma'aarif NU 01 Kemranjen during the COVID-19 pandemic. This study uses a qualitative approach. Data are collected through the triangulation of interview, observation, and documentation. The data are then analysed by applying Miles and Huberman’s (1994) model of data reduction, data display, and verification. The results of this study reveal that Youtube is seen to be a good learning medium to cope with the learning difficulties in the unprecedented Covid-19 crisis. The asynchronous nature of the Youtube videos enabled students to repeat the video as much as they want to. The implementation of Youtube in online learning was done in three stages: 1) preparation, the teacher makes and uploads the videos; 2) implementation, the teacher shares the link and provides brief explanation on WhatsApp; and 3) evaluation, the teacher gives quizzes to ensure that the materials are well-received. Meanwhile, the obstacles in the implementation are poor Intenet network, insufficient facilities, and unmotivated students. The pedagogical implication from this study is that Youtube is a good fit for online learning, it is highly recommended for teaching during the pandemic.

The objectives of this research are to describe NHT model implementation and also to describe the result which shows improvements in expository narrative writing skills. This research is based on Classroom Action Research. Data are collected through tests, documentations, and observation sheets for teachers and students. It uses quantitative descriptive analysis technique. NHT model implementation affected well showing improvements in every conducted action. The result shows average pre-cycles score of 51,81 with 26% classical completeness. After actions conducted using NHT model, cycle 1 shows average score of 63,1 with 61% classical completeness and cycle 2 shows average score of 75 with 84% classical completeness. The result of expository narrative writing skill are calculated using gain score, which showing a score of 0,48 with medium category.

Paragraph writing is important for students in all level. However, it is considered to be difficult for elementary students. This study was set to identify the potential of video blog as an instructional media to enhance writing skill in elementary school. Video blog would function as instructional media in bahasa Indonesia learning. The study included fifth grader students in Marsudirini Elementary Schol and Widya Wacana. Elementary School. Data was collected via questionnaire. This descriptive study was conducted in the 2019 academic year. Findings showed that the teachers were not using instructional media in the class during bahasa Indonesia learning process in the class. The students were mostly used to watch video blog. The students stated the benefit of watching video blog as having better understanding and comprehension of the content. Video blog has potential to be instructional media in bahasa Indonesia learning in elementary school especially in paragraph writing.

This study aims to investigate the needs of students in writing skills. In particular, this research attempts to explore the present situation, the target, and the learning needs for the writing course. Need analysis is conducted for deciding the goals and the objectives of the upcoming curriculum and for ensuring that the curriculum content ties the students’ needs. A descriptive method was employed in this study. A questionnaire was used for collecting the data which then analyzed and described qualitatively. The respondents of this research were 176 students of English Education Department students who are mostly in the second semester. The results show that; firstly, in the present situation analysis, most of the students admitted that they were in the intermediate level of English; specifically, most of them have fair proficiency in writing. Next, in the target situation analysis, writing skill is the secondary need of the students in which grammar is the most priority needed by the students to be improved. Next, the students’ purposes in learning English are to be a teacher/lecturer, translator, and tourism guide. Most of the students are more enjoyable for learning in the classroom that should be consisted of not more than 30 students. Thirdly, in the learning needs analysis, the students were interested to learn writing using discussion. For doing the writing task, the students require to have individual work. The learning media that is the most needed is PowerPoint presentation. In addition, the most important learning source that the students need is a hand-out and the topics of the material are about issues in Indonesia. Finally, the results of this research are expected to contribute to the curriculum development at the English Education Department of UIN SAIZU.

Writing skill is very crucial in learning the language. However, it is the most challenging skill for learners because of the complexity of various nuances. Learners find it is hard to produce well-written essays, primarily narrative paragraphs. Therefore, this study aimed to discover the efficacy of using chain pictures in writing narrative paragraphs to Indonesian EFL students. This study population was the second year students of Senior High School 4 Bulukumba, South-Sulawesi, Indonesia. Thirty students were selected as the sample. The data were collected through the pre-experimental method by using pre and post-test design. The result showed that the students' writing skills were significantly improved after training them by using chain pictures. The analysis result shows that students' mean score in the pre-test was 56,87, categorized as poor writing skills. In contrast, the students' mean score in the post-test was 74,13, classified as good writing skill of narrative paragraph. The t-test value was also higher than the t-table value, which was 8,25 > 2.045. Thus, it is recommended to use chain pictures in the English learning environment, especially in teaching EFL students to write narrative paragraphs.

The purpose of this research is to improve writing skill of students grade nine at SMPN 2 Sewon through modelling strategy to the naterial of writing inspirative story text. To solve the problem, the writer does class action research(PTK )through modelling strategy. It is used to make easy the teacher in doing the teaching of writing and to make the students in writing inspirative story text.The procedurs of the research are planning, doing action, observation, and reflection the result of avtion. The time in doing this research is started from January up to April 2019. Technique of collection data uses qualitative and qualitative descriptive. While the result of studentswriting testis analysedby comparative descriptive system between the first data and action result between cycle. Based on the analysing data and reflection of learning process, it is gained the last result whichis significant to the result of the research by implementing through modelling strategy, it can improve writing skill of students inspirative story text the avarege of cycle I is 72,41% and cycle 2 is 89,66%. Based on result, it can beconcluded, the using of modelling can improve writing skill of students inspirative story text.

This article is aimed to describe: (1) the increase of ability to write in Arabic using the method of Musabaqah Bithaqah Mukhtalithul Kalimah (MBMK), (2) behavior changes on the students after learning to write Arabic using MBMK method. The method is done one the XD students of MAN 1 Yogyakarta. The proceedings of this research are done in two cycles. Every cycle has four stages, namely: planning, action, observation, and reflection. Everything is conducted collaboratively. The subjects of the present study are 37 tenth grade students of class D in MAN 1 Yogyakarta, consisting of 20 female students and 17 male students. The data collection technique is by using test and non-test. After attending the learning process using MBMK method, students’ skills in writing show significant improvement. The average score of the students before using the MBMK method was only 68.73. However, after using the MBMK method, it increases to 80.7 in the first cycle and 88.7 in the second cycle. Students’ behavior also changed in a positive direction. The changes are shown by being serious and enthusiastic towards the writing lessons. Based on the data above, it can be concluded that MBMK method is effective to increase the students’ ability in XD class of MAN 1 Yogyakarta. Abstrak Tulisan ini bertujuan untuk mendeskripsikan peningkatan kemampuan menulis bahasa Arab dengan menggunakan metode Musābaqah Bithāqah Mukhtalithul Kalimah (MBMK), dan perubahan perilaku siswa setelah mengikuti pembelajaran menulis bahasa Arab dengan menggunakan metode MBMK pada siswa kelas X D MAN 1 Yogyakarta. Tindakan dalam penelitian ini dilaksanakan dalam dua siklus. Setiap siklus meliputi empat tahap yaitu: perencanaan (planning), pelaksanaan (action), pengamatan (observation), dan refleksi (reflection). Subyek penelitian ini adalah siswa kelas X D MAN 1 Yogyakarta yang berjumlah 37 siswa terdiri dari 20 siswa perempuan dan 17 siswa laki-laki. Teknik pengumpulan data menggunakan teknik tes dan non tes. Setelah mengikuti kegiatan pembelajaran dengan metode MBMK, kemampuan siswa dalam keterampilan menulis mengalami peningkatan yang signifikan, nilai rata-rata kemampuan siswa sebelum dilakukan pembelajaran dengan model pembelajaran MBMK hanya 68,73. Setelah diterapkan model pembelajaran MBMK mengalami peningkatan menjadi 80,7 pada siklus l, kemudian meningkat lagi menjadi 88,7 pada siklus ll. Begitu juga perilaku siswa kelas X D MAN 1 Yogyakarta yang mengalami perubahan kearah positif. Perubahan tersebut ditunjukan dengan perilaku siswa yang lebih serius dan antusias dalam mengikuti pembelajaran ketrampilan menulis. Berdasarkan pada data tersebut disimpulkan bahwa model pembelajaran MBMK efektif untuk meningkatkan kemampuan menulis kelas siswa X D MAN 1 Yogyakarta. Kata Kunci: Metode Pembelajaran MBMK, Kemampuan Menulis, Perubahan Perilaku

Writing is one of language skill that must be mastered by the language learners.The teacher must be selective in relevant methode, media and technique, that is can engage the students to be more effective and creative in achieve the goal of learning. One of the media that is used in language teaching is email,because, it may motivate and reinforce any language skill the students. And as graphic commuicatioan to give the certain massage accurately and short with use the language it easy to be understand.The statement of the problemsof thisresearch are; (1) Is there any effect of email on students‟ writing skillsat the eighth graders ofMTs. Mu’allimat NW Kelayu in the school year2017-2018? (2) To what extent is the effect ofemail on students‟ writing skills at the eighth graders of MTs. Mu’allimat NW Kelayu in the school year2017-2018?. This study belongs to a pre experimental research. The population was the eighth grade students of MTs. Mu’allimat NW Kelayu consisting of two classes. However the present researcher just took one class as sample there were 20 students as the experimental class. To get the data, the present researcher used research instrument namely written test.The result of data analyze, the present researcher found out the result rtest was 0.52 and r tablewas 0.38 with df = 5% from the total of sample was twenty students. It means rtest was higher than rtable (0.52> 0.38). So that, the present researcher concluded alternative hypothesis (Ha) was accepted, and null hypothesis (Ho) was rejected. It means that there was effect of email on students‟ writing skillsatthe eighth graders of MTs. Mu’allimat NW Kelayu in the school year2017-2018

This study aimed to describe the effectiveness of discovery learning in improving English writing skill of extroverted and introverted students which is compared with direct instruction as the traditional learning method. In this research, the researcher employed a quantitative research by using experimental factorial design. The population in this research was the eleventh graders of state senior high school Sale in academic year 2013/ 2014 and the samples were 20 students from both classes and categories. The try out was conducted to measure validity and reliability. And the two ways ANOVA was conducted to test the hypotheses, two –way analysis of variance with F-test at the 5% (0.05) level of significance. The result of this study revealed that the use of discovery learning was effective to the extroverted students than the introverted students. In line with it, the finding indicates that the use of direct instruction was also effective to introverted students than the extroverted students. In other words, the result of the used of discovery learning had a bigger influence to the extroverted students rather than introverted students.

Abstract: This study aims to investigate the improvement of writing ability by employing project based learning strategy. It involved 32 students of tenth grade Design Communication Visual department in SMKN 1 Banyuwangi. The students were asked to write descriptive text by describing an innovative product design. The essay was analysed to measure the students’ improvement in writing ability. The research design of this study is a Classroom Action Research (CAR). The result revealed that the implementation of Project based learning significantly improved the students writing ability of descriptive text and it also proven improving aspects of writing; organization, content, vocabulary, and grammar. Key Words: project-based learning, writing skill, descriptive text Abstrak: Penelitian ini bertujuan untuk meneliti peningkatan kemampuan menulis dengan menggunakan strategi project based learning. Penelitian melibatkan 32 siswa kelas sepuluh jurusan Desain Komunikasi Visual di SMKN 1 Banyuwangi. Siswa diminta untuk menulis teks deskriptif dengan mendiskripsikan desain inovatif. Karangan dianalisis untuk mengukur peningkatan kemampuan menulisnya. Desain penelitian ini adalah Penelitian Tindakan Kelas (PTK). Hasil penelitian menunjukkan bahwa pene-rapan project based learning secara signifikan meningkatkan kemampuan menulis teks deskriptif sis-wa dan juga terbukti meningkatkan aspek penulisan; organisasi, konten, kosa kata, dan tata bahasa. Kata kunci: pembelajaran berbasis proyek, keterampilan menulis, teks deskriptif

Abstract: This collaborative classroom action research was aimed to improve the students’ ability in writing hortatory exposition text. It involved 30 students of high school as the research subject. Writing test was the instrument used in this study to collect the data. The research findings indicate that the implementation of project-based learning combined with process writing and Instagram could improve the students’ writing achievement. The students can improve their average writing score which was higher than the minimum passing score. All of the students were able to increase their writing score by at least 10 points higher compared to which they gained in the initial test. In addition to that, 70% of the students could pass the minimum passing grade. Key Words: project-based learning, process writing, instagram, writing skill Abstrak: Penelitian tindakan kelas kolaboratif ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis teks hortatory exposition. Penelitian ini melibatkan 30 siswa SMA sebagai subjek penelitian. Tes tulis adalah instrumen yang di gunakan untuk pengumpulan data. Hasil penelitian menunjukan penerapan pembelajaran berbasis proyek yang di kombinasikan dengan process writing dan Instagram mampu meningkatkan kemampuan siswa dalam menulis. Semua siswa mampu memperbaiki nilai individu mereka 10 poin lebih baik di bandingkan dengan nilai yang mereka dapat di test awal. Nilai rata-rata siswa juga meningkat di bandingkan dengan nilai yang mereka dapatkan di tes awal. Nilai rata-rata siswa melewati kriteria ketuntasan minimal. Selain itu, 70% siswa mampu mendapatkan nilai lebih baik atau sama dengan kriteria ketuntasan minimal. Kata kunci: pembelajaran berbasis proyek, proses menulis, instagram, keterampilan menulis

The aim of this research is improving expositional text writing skill using PBL for students eighth grade at SMPN 3 Surakarta. PBL is a learning model where the students are asked to solve the problems based on the information given, later they are asked to describe the problems in real life. This Classroom Action Research used the data collection technique with test. The instruments of learning process consisted of 3 items of activity and 20 indicators that were divided into 3 initial stages, core stage, and closing stage. It is shown from the data analysis that the teacher’s teaching activity in the first cycle scored 73, in the second cycle scored 77, and the third cycle reached 80, and all those three results achieved ‘good’ category. The percentage of students' passing level in the first cycle was 43.75%, the second cycle was 68.75%, and the third cycle was 100%. The implementation of PBL was better than in the previous cycle. It was indicated by the improvement in the passing score from 73% (Classification C) in the second cycle, to 82% (Classification B)in the third cycle.

This study was aimed at revealing students’ essay writing skill, describing the improvement of writing aspects, and finding out whether or not the use of peer editing was effective to improve the students’ writing skill. This reseach was experimental study using nonequivalent control group design. The population of this research was all the fifth semester students of English Education Program of Muhammadiyah University of Purworejo. The researcher used two classes as the research samples. As the experimental group, the researcher took students of VA class who were taught by peer editing. Then, the researcher involved students of VB class as the control group. The reseacher conducted a series of treatment from August to November 2014. The researcher used a writing test to collect the data. Descriptive statistics and inferential statistics were employed to analyze the data. After analyzing the data, the researcher obtained some find- ings. First, the students’ writing score was 71.2 belonged to good category. Second, all writing aspects could improve where the significant improvement was in the aspects of content (2.6 points) and vocabulary (1.9 points). The aspects of organization, grammar, and mechanics did not increase significantly (0.3-0.7 points). Third, the result of calculation illustrated that t-obtained was higher than the critical value on the t-table (3.602>2.000). It meant that the use of peer editing was effective to improve the students’ essay writing skill.

The purpose of this study was to describe the ability to write essay description of the group taught using image media and the group taught without using image media to the students of class VII SMP Negeri 2 Petarukan Pemalang, to describe differences in the ability of the group taught using image media and the group taught without using image media in class VII SMP Negeri 2 Petarukan Pemalang, and to describe the effectiveness of the use of image media in teaching essay writing descriptions in class VII SMP Negeri 2 Petarukan Pemalang. The sampling technique in this research was done by simple random sampling technique. The sample in this research was class VII A as a control group and class VII B as the experimental group. Data collection techniques used was a test. Data was analyzed using t-test non-independent and independent t test. The results showed that there were differences between the description of the essay writing skills taught using image media group and groups that taught without using image media. Results t-value experimental group was 22.06 and the results of t-value control group was 13,81. The experimental group t-value was higher than the control group. The use of image media in teaching essay writing descriptions more effective than without the use of image media. This was proved from the results of the independent t test calculations t-value 5.27> 2.00 t-table. Based on the research results suggests to students to increase interest and ability to write, because writing is one of the four language skills that need to be learned and mastered. Teachers should be more innovative and creative in making or selecting appropriate learning media in order to attract the attention of students in learning activities, so that student achievement will increase

Writing is a skill derived from a long way of learning and exercises. Different from other language skills, writing is considered the difficult language skill to acquire since it involves many aspects of linguistics, social, and writing knowledge and conventions. There are at least three important elements of writing useful to produce a good piece of composition, language competence, writing competence and cultural competence. This paper shows the influence of these three elements in order to produce good, readable, communicative, and successful writing

One of the text types to be taught to junior high school is a narrative text. It is a short story that is used to inform or entertain the readers or listeners (Anderson &Anderson, 1997). Anyhow, many students at State Junior High School of Kedungwaru 3 Tulungagung face problems in writing this kind of text. Before conducting the study, the researcher carried out a preliminary study to know the practical problems faced by the students. The result of the preliminary study showed that almost all students get difficulties to find a topic and develop it into a narrative text. Therefore, this study is aimed at providing a good strategy for students to write a good narrative text. This action research involved 30 students of the eighth grade and was conducted in two cycles. Each cycle consists of two meetings. The strategy was implemented by following the four steps of action research: planning, implementing, and observing the action, followed by reflection. The results of the findings showed that the teaching of narrative text by using the European Language Portfolio could enhance the students’ ability in writing. More specifically, it was found out that many of the students could produce ‘sufficient’ to ‘excellent’ narrative text assessed with the writing rubric adapted from the Behrman (2003:297). Due to the success of the implementation of the European Language Portfolio, teachers of English are suggested to consider implementing the strategy to help students write narrative texts.