Students’ Writing Difficulties in Procedure Text: An Analysis Study

This study aims to know the difficulties level in writing procedure text by Grade VIII Students at Junior High School 21 in Bengkulu City. This research design used descriptive quantitative method of research. The data collecting technique method used in this study was treatment. In this context, treatment research is referred to an intervention or treatment given to a research subject to observe a specific effect or outcome. In analyzing the data in this study the researcher using a scoring formula, categorized the difficulty level and determines the level of difficulty. The findings from both assessments reveal that Grade 8th Students at Junior High School 21 Bengkulu City face significant challenges in writing procedure texts, with most aspects falling into the difficult category. In conclusion, the findings from both assessments indicates that the difficulty faced by Grade 8 students at Junior High School 21 Bengkulu City is at the difficult level in writing procedure texts, this difficulty caused by the generic structure and language features. This research can be used as a reference to conduct research related to procedural texts. Keywords: Difficulty, Writing, Procedure Text

Writing is an essential skill for students to master in English. One of the texts that students need to learn is procedure text. Procedure text is a text that describes a sequence of actions needed to achieve a goal. However, students often face difficulties in learning to write procedure texts. One common problem is difficulty in explaining the steps. This study aims to determine the effectiveness of using mind mapping techniques to improve students' ability in writing procedure texts. This study uses a quantitative approach with pre-experimental design, one group pretest-posttest design. The sample consists of 19 tenth grade students in MA Al-Falah Tolutu selected through random sampling. Data were collected through tests and questionnaires, then analyzed using paired sample t-test.The results showed an increase in the average value of students' procedure text writing skills before being given treatment (pretest) of 59.94 to 77.76 after being given treatment (posttest). Hypothesis testing obtained sig value. (p-value) of 0,000 <0.05 which means that H0 is rejected and Ha is accepted. Thus, it can be concluded that the mind mapping technique effectively improves students' ability in writing procedure texts. The questionnaire results also showed very good student responses regarding the application of mind mapping techniques in writing procedure texts.

The Effectiveness of Using E-Flipbook Based Teaching Materials for Writing Procedure Texts for Class VII Students of SMP Negeri 1 Parungkuda, Sukabumi Regency. Abstract. The purpose of this study was to determine the procedural text writing skills of class VII students of SMP Negeri 1 Parungkuda, Sukabumi Regency and the obstacles experienced by class VII students of SMP Negeri 1 Parungkuda, Sukabumi Regency in improving procedural text writing skills by using e-flipbook based procedural text writing skills teaching materials. . The method used in this study is the experimental method, the data collection techniques used are tests, questionnaires, and observations. The population in this study were seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. The sample of this research is class VII D as the experimental class and class VII F as the control class by using cluster random sampling technique. The first hypothesis is the effectiveness of using e-flipbook based procedural text writing skills in improving the ability to write procedural texts in seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. this is evidenced by the obtaining of experimental class pretest data with an average value of 42.2 (low ability) in writing procedure text, while the experimental class posttest results in writing procedure text increased with an average value of 82.9 (able). The results of the calculation of the comparison of the mean of the experimental class and the control class using the t test formula, obtained the price data and db = 58. and obtained the price of and the price of . Thus, the value of t_count is greater than t_table or the price of because the value of< is 1,672,39. These results indicate that the use of procedural text writing skills based on e-flipbooks effectively improve procedural text writing skills in seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. Keywords: Writing skills, procedural text, e-flipbook based teaching materials.

This study aims at investigating the students’ perception in writing procedure text and the definition of writing is different from learning other skills because writing is thinking process and need much time. Writing can help us to deepen understanding. It can help to make the sense of the information. The objective of this research is to find out students’ writing skill in procedure text. This research was a descriptive qualitative method research with a survey approach through questionnaire. The samples of this research were 20 students from 1 classes of X at SMK Jabir Al Hayyan. The data in this research were obtained through 10 questions of the questionnaire. The objective of this research is to find out students’ perception in writing procedure text. Based on the result of the data analysis who the researcher got the researcher can conclude that students’ writing skill in procedure text was positive . Most of the students knew that they have skill in writing procedure text. From the questionnaire, it was shown that the teacher may also give a good system to learn about how make a procedure text in writing skill. Keyword : Students’ Writing skill, Procedure text

The purposes of researcher was about figuring out if there was an effect in improving the students' ability on writing procedure text by using the Gallery Walk. The research problem was whether there is effect in Gallery Walk on students’ ability in learning writing procedure text. The aim of the research was to find out the effectiveness of the Gallery Walk in the students' writing ability on procedure text. In this research, the researcher used the pre-experimental design method in one group pre-test and post-test design. There were two variables research namely the independent variable (Gallery Walk Strategy) and dependent variable (students' ability in writing procedure text). The researcher collected the data on the written test (pre-test and post-test). Each written test was a type of questions in the multiple choice form. Each test consisted of 30 items. These data would be calculated into the total and mean score. It would be analyzed the validity, reliability, homogenity, normality and T-test by using SPSS. Based on the findings and discussion of the study, the research showed that the use of gallery walk had an effect in students' ability on procedure text. It could be seen by the mean of pre-test which was Mean Score 63,73 and post-test was 85,43. The value of to (t-count) = 0,716 and (t-table) = 0,266. It meant that the value of t-count was higher than t-table. It could be stated that the gallery walk was effective in students' writing ability on procedure text.

This research was conducted to find out whether the “Pathway to English” textbook of the 11th grade used by SMAN 1 Bungo fulfilled syllabus points at the first semester in the 2013 curriculum and how extras the textbook presented. The result showed that Pathway to English textbook fulfilled 12 of 16 items of basic competence and 5 from 6 items of learning material in syllabus points. 12 basic competences were provided in some exercises of 4 English skills. The learning materials were successfully developed and supported with materials about social function formed cooperating tasks, text structures were available and related the other rules of text structures, and also language features. However, this textbook had weakness about there were none available BC 3.3 (Analyzing the social functions, the structure and language features of expressing hopes, according to the contexts), BC 4.3 (Constructing spoken and written text to express hopes, according to its social functions, structure and language features), BC 4.5 (Editing formal invitation letter according to its social functions structure and language features) and BC 4.6 (Writing formal invitations, according to its social functions, structure and language features).

This experimental research was motivated by a problem in learning Indonesian: the low score of students' learning outcomes in writing procedural texts. Based on this, this research was conducted to know the effect of the Example Non Example learning model and learning motivation on the skills of writing procedure text. The samples of this study were students in grade 7-I (experimental class) and grade 7-H (control class) at MTs Negeri 4 Pasaman Barat for the academic year 2020/2021. The data of this research are the score of the learning motivation questionnaire and the test scores for writing procedural text writing skills in the experimental and control classes. The final results of this study indicate that the Example Non Example learning model has a good effect on the writing skills of the seventh-grade students of MTs Negeri 4 Pasaman Barat. It can be seen from the scores of students' procedural text writing skills taught using the Example Non Example cooperative learning model better than students taught using conventional learning models. Furthermore, there is also an interaction between the Example Non-Example learning model and learning motivation so that students can write procedure texts better.

Based on the implementation of the new curriculum with GBA, this study investigates the effectiveness of GBA implementation in students'' writing skills through procedure text. This study took 41 seventh grade students of SMPIT Al Falaah Simo. This research used descriptive analysis to serve data analysis. It applied quantitative method that collects data through pre-test and post-test. Students were given a task to make procedure text about food creation of instant noodle. From the findings of the T-Test and N-Gain results, it is known that the application of GBA through Procedure text provides a significant change at the intermediate level in students'' writing skills. This means that the increase in skills has increased by about 50% of the skills in writing procedure text before the treatment. The T-Test and N-Gain results showed that the application of GBA through Procedure text provided a significant change in students'' writing skills in moderate stage. Factors such as mental unpreparedness, lack of material books, lack of time, and limited media facilities caused the increase in skills.

This research is motivated by the low ability to write procedure texts and Lack of student interest in writing procedure text. The purpose of this study is first, to describe the use of image media in the ability to write procedural texts for class XI students of SMA Ekasakti. Second, to describe the use of audiovisual media in writing procedural texts for class XI students of SMA Ekasakti. Third, describe the differences in the use of image media and audiovisual media in the ability to write procedural texts for class XI students of SMA Ekasakti Padang. This type of research is quantitative with a comparative method. The research data are in the form of test results for writing procedural texts. The population in the study were all students of class XI totaling 38 students. Sampling was carried out with a total sampling of 38 students consisting of two class XI IPA 20 students and class XI IPS 18 students. The research instrument was in the form of a procedural text writing ability test. The results showed that first, the use of image media in writing procedure text in class XI IPS SMA Ekasakti was in the medium category (40.7%) with an average value of 66.00. Second, the use of audiovisual media in class XI IPA SMA Ekasakti is in the high category (54.4%) with an average score of 79.00. Third, there is a difference between students writing procedure texts for class XI SMA Ekasakti students using audio-visual media (79.00) and picture media (66.00).

This research is conducted based on the preliminary research that are many students difficult in writing procedure text. The students are still confused about how to start writing and applying grammar in writing. The objective of the research was to know whether there was a correlation between students’ imperative sentence mastery and their ability in writing procedure text at MTs Sriwijaya East Lampung. This was correlation research. It was used to know the correlation between students’ imperative sentence mastery and their ability in writing procedure text. The population of this research was the students at the MTs Sriwijaya east Lampung of the ninth grade of the first semester. The total sample in this research was 28 students. In collecting data, using 20 multiple choices for imperative sentence test and writing a paragraph for procedure text test. After giving the test, the writer analyzed the data by using SPSS Statistic 17.0 After doing the hypothetical testing, the result demonstrated that there was a positive correlation between students’ imperative sentence mastery and their ability in writing procedure text. Based on the data analysis computed by using SPSS, it was obtained that Sig = 0.004 and α = 0.05. It means that Ha is accepted because Sig ˂ α = 0.05. Based on this research, it was suggested that to have a good writing procedure text, students should have a good mastery of imperative sentences.

<p><span class="fontstyle0">The objectives of this research is to indicate the errors in the use of Imperative and Passive Voice in the students’ procedure text. The writer uses qualitative descriptive research method. The technique of collecting data of Imperative and Passive Voice was content analysis that was acquired from the students’ writing product. The data of this study is based on Jacob’s theory cited in Meliawati that content or document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. In conclusion, content analysis also helps the writer to find research that fits the writer’s passion rather than needing to find a passion that fits the research. The result of this study is that the teacher should be more conscious and pay more attention to students' learning process in using Imperative and Passive Voice in writing procedure text especially how to design a strategy of teaching language features used in Imperative and Passive Voice.</span> <br /><br /></p>

Abstract:The development of current e-module for writing procedural text with Google stie was done and applied for seventh graders of Integrated Islamic JHS Harapan Media Palembang This RD applied the development model of Dick, Carey, and Carey to produce a valid, practical, and effective e-module of writing procedure text with Google Site. From the text, the learners and the teachers required creative and innovative e-module for writing procedure text with Google Site to develop learners’ learning independence, interest, and motivation. The research subjects were the 93-seventh graders and 3 Indonesian language teachers of Integrated Islamic JHS Harapan Mulia Palembang taken by saturated sampling. On the other hand, the effectiveness test involved 24 learners from different class within the same grade. The applied sampling technique was saturated sampling technique. The validity test of the e-module with Google site involved three experts. They were material, language, and media experts. The validity with material expert obtained a mean of 4.75, categorized as valid. The validity with language experts obtained a mean of 4.33, categorized as extremely valid. Then, the validity test with the media expert obtained a mean score of 4.92, categorized as very valid. The practicality test of the e-module with Google site was based on the one-to-one, small group, and field tests.The one-to-one test obtained a mean of 4.15, categorized as practical. The small group test obtained a mean of 4.21, categorized as very practical. Then, the field test obtained a mean of 4.14, categorized as practical. The effectiveness test of the e-module for writing procedure text with google sites was based on the pretest-posttest results. The pretest result obtained a mean score of 54.95, categorized unaccomplished while the posttest obtained the results of 81.21, categorized accomplished. From the development of an e-module for writing procedure text with Google site, the result showed that the seventh graders of Integrated Islamic JHS Harapan Mulia Palembang found the developed module valid and practical to learn procedure text writing. The product was also effective to improve the learners' procedure text writing.

One of the texts used in daily life is procedure text which requires imperative sentences to accomplish writing procedure texts. Procedure text is one of many short functional texts in writing that should be mastered by the students in ninth grade learning English. Thus, this study aims to find out whether there was a significant correlation or not between the ability of imperative sentences and the writing skill of procedure text. The population was ninth-grade students with a total of 67 students at SMP Azhariah Palembang. For the sample of this study, the intake sampling technique was used to take the sample with 67 students. The data were obtained from students’ imperative sentence scores and their writing procedure text scores. In analyzing the data, correlation analysis was used. Based on the statistical analysis, it was found that the correlation coefficient or the r-value (0.294) was higher than the r-table (0.236). It can be concluded that there was a correlation between the ability of imperative sentences and the writing skill of procedure text. Some students had a minimum level of imperative sentence test but they were able to create good writing procedure tests. Some other factors might influence their result in the two tests such as their concentration, experience, habit in writing, etc.

Writing procedure texts in English is an important skill for vocational students, especially those in practice-based programs. These texts are used in workplaces to give instructions or explain steps clearly and accurately. The Genre-Based Approach (GBA) is often used to help students write better by teaching them the structure and purpose of different types of texts. While many studies have shown that GBA helps students organize their writing, few have looked closely at the language mistakes students still make after learning with this method. Methods. This study used a qualitative descriptive design to analyze the errors in 30 procedure texts written by students in the Audio-Visual Editing program at AKN Putra Sang Fajar Blitar. These texts were collected after students completed two cycles of learning with the GBA. The errors were analyzed using the Surface Strategy Taxonomy, focusing on four categories: omission, addition, misformation, and misordering. Two raters checked and coded the data, and additional data from teacher notes and student feedback were used to support the findings. Results. The results showed that most students could follow the correct structure of a procedure text. However, many still made language mistakes. Misformation (wrong word forms) and omission (missing words) were the most common errors. These errors often affected the clarity and meaning of the instructions. This shows that while GBA helps students with text organization, it does not always help improve grammar or sentence accuracy. Conclusions. Genre-based instruction helps students understand how to organize their writing, but it should be combined with a greater focus on grammar and language use. Teachers should include grammar practice and give detailed feedback on errors. This combination can help vocational students write more precise and more correct texts for real-world communication.

Abstract
 There are two objectives of the study, the objectives are (1) To find the students’ improvement in writing procedure text before and after being taught by using Instagram Reels, (2) To know the students’ response the use of Instagram Reels in writing teaching learning process. The methodology of the study is pre-experimental Study. The writer used one group pre – test and post – test. The data were gathered through quantitative data. The writer took 30 students. The result of this study showed that: (1) The score of the students’ before using Instagram Reels in writing skills of procedure text has average 62.6 and the score of the students’ after using Instagram Reels in writing skills of procedure text has average 82. The value of sig. (2-tailed) was 0.00. if the value sig (2-tailed) between the score of pre – test and post – test was 0.000<0.050 means that there was significant difference between the students’ score before and after using Instagram Reels. (2) Most students responded positively to the use of Instagram Reels to improve their interest in writing, and they could be more creative in writing procedure text.