THE IMPLEMENTATION OF WRITE-AROUND PLUS STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL
Main Article Content
Abstract
Writing ability is one of English skills that need to be mastered by students. It is because students must express their idea well in order those readers can easily understand what students write. Moreover, many students’ problems are found in writing such as generating idea, lack of vocabulary, grammatical mistakes and so on. Regarding the occurrence of problem in mostly students’ writing, the researchers want to improve students’ writing skill in descriptive text by implementing write-around plus strategy. The purpose of conducting this research is to investigate whether the implementation of write-around plus strategy can improve students’ writing skill or not. This study is conducted by a pre-experimental study with measurement as the technique of collecting the data and written test as the tool of collecting the data. The research participants were 25 students as the eighth grade students in junior high school SMP Negeri 1 Gorontalo in academic year 2018/2019. The result of this study shows that there were improvements in all writing aspects such as fluency, grammar, vocabulary, content and spelling. The improvements of students’ writing can be shown by data analysis, namely the average result of the research for pre-test got 9.04 score and it currently has been increased in post-test about 13.4 score.
Article Details
How to Cite
Muziatun, M., Virginia, T. M., & Jusuf, A. T. (2020). THE IMPLEMENTATION OF WRITE-AROUND PLUS STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL. English Review: Journal of English Education, 8(2), 247-254. https://doi.org/10.25134/erjee.v8i2.3001
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References
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Munnisa, T. (2015). The use of write-around strategy to improve students writing skill of descriptive text. Semarang: Semarang State University.
Namasivayam, P., Singh, C. K. S., Mostafa, N. A., Janoory, L., & Abdullah, M. S. (2017). Improving ESL students’ descriptive writing through wh-question technique. International Journal of Academic Research in Business and Social Sciences, 7(7), 219-231.
Nunan, D. (2003). Practical English language teaching. New York: The Mc-Grew Hill Companies.
Salim, K., Abdullah, M., Haron, H., Hussain, N., & Ishak, R. (2019). A team-teaching model in an informal cooperative learning classroom. International Journal of Emerging Technologies in Learning (iJET), 14(20), 44-57.
Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian students’ attitude toward writing in English. Arab World English Journal, 7(4), 365- 378.
Strom, P. S., Hendon, K. L., Strom, R. D., & Wang, C. H. (2019). How peers support and inhibit learning in the classroom: Assessment of high school students in collaborative groups. School Community Journal, 29(2), 183-202.
Siahaan, J. (2013). An analysis of students’ ability and difficulties in writing descriptive texts. Journal of English and Education, 1(1), 114-121.
Teng, F. (2019). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 1-18.
Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly, 17(2), 183-203.
Ximenes, L. P., Guterres, C. F., & Pereira, S. (2019). A study on the ability of 4th semester students’ writing skill of English study program in the academic year 2018. ISCE: Journal of Innovative Studies on Character and Education, 3(1), 155-164.
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399-1412.
Asrori, M., & Tjalla, A. (2020). Increasing teamwork capacity of high school students through collaborative teamwork learning. American Journal of Educational Research, 8(1), 46-50.
Astrini, F., Ratminingsih, N., & Utami, I. (2020). The model of strategies employed by English teachers in teaching writing skill in national plus schools. Journal of Education Research and Evaluation, 4(1), 59-62.
Bakeer, A. M. (2018). Effects of information and communication technology and social media in developing students’ writing skill: A case of Al-Quds Open University. International Journal of Humanities and Social Science, 8(5), 45-53.
Baliya, R. (2013). Enhancing writing abilities of primary class students through cooperative learning strategies: an experimental study. Journal of Behavioral Social and Movement Science, 2(1), 294-305
Boardman, C. A. (2001). Writing to communicate (2nd ed.). New York: Distance Learning Center.
Boardman, C. A., & Frydenberg, J. (2002). Writing to communicate. New York: Pearson Education.
Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc.
BSNP. (2016). Peraturan menteri pendidikan dan kebudayaan Republik Indonesia Nomor 024 Tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada kurikulum 2013 pada pendidikan dasar dan pendidikan menengah. Jakarta: Badan Standar Nasional Pendidikan.
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar. Sydney: Gerd Stabler.
Griffee, D. T. (2012). An introduction to second language research methods. New York: TESL-EJ Publications.
Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 9-18.
Hamzah, N. S. (2016). The use of sense (simple present tense) word wall in increasing students’ ability in writing descriptive text. Gorontalo: State University of Gorontalo.
Harmer, J. (2001). The practice of English language teaching. New York: Longman.
Husna, L, Zainil, & Rozimela, Y. (2013). An analysis of students’ writing skill in descriptive text at grade XIIPA 1 of MAN 2 Padang. Journal English Language Teaching, 1(2), 1-16.
Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at thong linh high school. Asian Journal of Educational Research, 3(2), 53-69.
Karademir, C. A., & Gorgoz, S. (2019). English teachers' problems encountered in teaching four basic language skills. International Education Studies, 12(4), 118-127.
Kimmelmann, N., & Lang, J. (2019). Linkage within teacher education: Cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1), 52-64.
Kusna, S. S. (2019). Using picture prompts to improve student’s writing skill in narrative text (an action reseach at the tenth graders of sma plus al amanah bojonegoro in the academic year of 2018/2019). IKIP PGRI Bojonegoro.
Mandal, R. R. (2009). Cooperative learning strategies to enhance writing skill. The Modern Journal of Applied Linguistics, 1(2), 94-102.
Maolida, E. H., & Salsabila, V. A. (2019). Integrating process-genre approach with project ibunka to improve students’ English writing. English Review: Journal of English Education, 8(1), 91-100.
Munnisa, T. (2015). The use of write-around strategy to improve students writing skill of descriptive text. Semarang: Semarang State University.
Namasivayam, P., Singh, C. K. S., Mostafa, N. A., Janoory, L., & Abdullah, M. S. (2017). Improving ESL students’ descriptive writing through wh-question technique. International Journal of Academic Research in Business and Social Sciences, 7(7), 219-231.
Nunan, D. (2003). Practical English language teaching. New York: The Mc-Grew Hill Companies.
Salim, K., Abdullah, M., Haron, H., Hussain, N., & Ishak, R. (2019). A team-teaching model in an informal cooperative learning classroom. International Journal of Emerging Technologies in Learning (iJET), 14(20), 44-57.
Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian students’ attitude toward writing in English. Arab World English Journal, 7(4), 365- 378.
Strom, P. S., Hendon, K. L., Strom, R. D., & Wang, C. H. (2019). How peers support and inhibit learning in the classroom: Assessment of high school students in collaborative groups. School Community Journal, 29(2), 183-202.
Siahaan, J. (2013). An analysis of students’ ability and difficulties in writing descriptive texts. Journal of English and Education, 1(1), 114-121.
Teng, F. (2019). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 1-18.
Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly, 17(2), 183-203.
Ximenes, L. P., Guterres, C. F., & Pereira, S. (2019). A study on the ability of 4th semester students’ writing skill of English study program in the academic year 2018. ISCE: Journal of Innovative Studies on Character and Education, 3(1), 155-164.
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399-1412.