WRITING PROCEDURE TEXT BY USING SMALL GROUP WORK STRATEGY

The objective of this research is to investigate whether the use of short stories can increase the vocabulary of eighth-grade students at SMP Negeri 2 Poso Pesisir Utara. The researcher employed a quasi-experimental design, involving two classes: an experimental group and a control group. A total sampling technique was used to select 47 students as the sample for this study. The data were analyzed using a t-test. Based on the data analysis, the mean score of the experimental group's pre-test was 33.74, while the control group's mean score was 37.15. After the treatment, the experimental group's post-test mean score increased to 80.59, which was higher than the control group's post-test mean score of 49. The t-test comparison revealed that the t-counted value (6.45) was greater than the t-table value (1.684), indicating a significant difference. Therefore, H1 is accepted and H0 is rejected. It can be concluded that the application of short stories has a significant effect on increasing the vocabulary of eighth grade students at SMP Negeri 2 Poso Pesisir Utara.

Introduction Elderlypeoplemayexperienceadeteriorationincognitivefunctionaspart of natural aging, which impacts their ability to function independently. Dementia is often experienced by the elderly; their cognitive and memory deficits can limit independence and productivity. Metacognitive skills training can facilitate self-awareness and strategy use and may improve cognitive skills. Aims and objectives The article aimed to evaluate the effectiveness of prospective memory and metacognitive skills training in improving cognitive skills and quality of life for elderly persons with dementia. Methods This was a quasi-experimental study that took place in Chennai city, India.Based on the criteria, a total of fifty (n = 50) elderly participants were selected and divided into control (n = 25) and experimental (n = 25) groups. The control group underwent conventional occupational therapy,whereas the experimental group underwent prospective memory and metacognitive skills training (PM and MST) over 36 sessions (three times/week, for 12 weeks). Outcome measures used were the mini mental status examination (MMSE) and quality of life - Alzheimer's disease (QOL-AD). Data were analyzed using the Mann-Whitney U test and Wilcoxon signed-rank test. Results The results revealed that there were statistically significant (p-value < 0.05)differences between control and experimental groups. When compared to the control group, the experimental group had greater significant improvement in cognitive skills (MMSE, the control group's mean score was20.94 and the experimental group's mean score was 30.94, p-value = 0.026),and quality of life (QOL-AD, the control group's mean score was 13.54 and the experimental group's mean score was 37.46, p-value = 0.000) after the implementation of a 12-week therapy program. Conclusion This study concludes that PM and MST can be used as an effective intervention as it improves cognitive skills and quality of life among elderly persons with dementia.

This study attempts to discover the effect of applying Small Group Work Strategy on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was the nineth (IX) grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes with the total number of students is 90. The samples of this research were taken by random sampling through lottery technique. The result was class IX1 consisted of 30 students became the experimental group and class IX3 consisted of 30 students became the control group. The experimental group was taught by Small Group Work Strategy while the control group was taught by using individual work strategy. The instrument was used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-observed was higher than t-table (3.37 &gt; 2.00. Therefore, the null hypothesis (Ho) is reected and the hypothesis alternative (Ha) is accepted.Key words : Small Group Work Strategy, Writing Procedure Text.

The research is aimed to know whether the students ability in writing procedure text be improved through the use of Instagram picture series as teaching media. This is a classroom action research (CAR) on the eleventh grade of Madrasah Aliyah NU Sidoarjo in 2018/2019 academic year. The researcher used the CAR model developed by Kemmis and Mc Taggart (1990:14) which includes four steps. They are planning, acting, observing and reflecting. This research used quasi-experimental design. Participants were equally assigned to experiment group and control group. The population is 126 students. The samples are ten students of XI MIPA 1 as the experimental group and ten students of XI MIPA 1 XI MIPA 2 as the control group. The researcher applied two kinds of instrument: writing pre-test and writing post-test. The data was analyzed statistically using T-test. As the result, the percentage growths margin between experimental group and control group is 4.52%. The use of Instagram picture series as teaching media was an appropriate strategy for eleventh grade students of Madrasah Aliyah NU Sidoarjo to improve their ability in writing procedure text. It means that, the use of Instagram picture series as teaching media had the significant positive impact to the improvement of the students ability in writing procedure text.Keywords: instagram picture series, procedure text, improvement, CAR

The research is aimed to know whether the students ability in writing procedure text be improved through the use of Instagram picture series as teaching media. This is a classroom action research (CAR) on the eleventh grade of Madrasah Aliyah NU Sidoarjo in 2018/2019 academic year. The researcher used the CAR model developed by Kemmis and Mc Taggart (1990:14) which includes four steps. They are planning, acting, observing and reflecting. This research used quasi-experimental design. Participants were equally assigned to experiment group and control group. The population is 126 students. The samples are ten students of XI MIPA 1 as the experimental group and ten students of XI MIPA 1 XI MIPA 2 as the control group. The researcher applied two kinds of instrument: writing pre-test and writing post-test. The data was analyzed statistically using T-test. As the result, the percentage growths margin between experimental group and control group is 4.52%. The use of Instagram picture series as teaching media was an appropriate strategy for eleventh grade students of Madrasah Aliyah NU Sidoarjo to improve their ability in writing procedure text. It means that, the use of Instagram picture series as teaching media had the significant positive impact to the improvement of the students ability in writing procedure text.Keywords: instagram picture series, procedure text, improvement, CAR

This study investigated the effect of using mind mapping strategy on the students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was grade X students of SMA Negeri 1 Merbau Labura divided into two groups, namely experimental and control group. The experimental group was taught by using mind mapping strategy, while the control group was taught by using lecturing method. The instruments used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 2.764 with the degree of freedom (df)= 58 at the level of significance 0.05. It means that t-observed was higher than t-table (2.764 &gt;2.000). The result of this study showed that teaching procedure text by using mind mapping strategy was higher than that by using lecturing method. It implies that mind mapping strategy is appropriate to be applied for writing procedure text.

: This research discussed are the use of silent demonstration method to improve the students ability in writing. This research is conducted using a quasi-experimental method was carried out. The population of the research was the Seventh grade of Mts DDI PacongangPinrang in academy years 2014- 2015 which consisted of two classes VII a and VII b were taken as the sample which consist of (30 students). The sample was drawn using cluster random sampling technique. While class VII B was chosen as the experimental group, while VII a was chosen as control group. The instrument for collecting data were writing test. The data obtained through the test were analyzed using t-test.The result of this research was use of silent demonstration significant difference with the use of conventional away / direct instruction (English book / script) of the students writing ability.This Indicate the mean the experimental group is higher than control group (75.8 &gt; 68.83).There was also the result of t-test value is higher than t-table value (8.648 &gt; 1.671) In other word hypothesis ) is that null hypothesis ( Ho) is rejected and Hypothesis Alternative (H1) is accepted. It is concluded ; the writing ability the seventh grade students of MTs DDI PacongangPinrang be improved through silent demonstration method by procedure text .

This study attempts to discover the effect of applying Small Group Work Strategy on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was the nineth (IX) grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes with the total number of students is 90. The samples of this research were taken by random sampling through lottery technique. The result was class IX1 consisted of 30 students became the experimental group and class IX3 consisted of 30 students became the control group. The experimental group was taught by Small Group Work Strategy while the control group was taught by using individual work strategy. The instrument was used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-observed was higher than t-table (3.37 &gt; 2.00. Therefore, the null hypothesis (Ho) is reected and the hypothesis alternative (Ha) is accepted.

Background: PechaKucha (PK) is a presentation technique that uses visual and narrative presentations consisting of 20 slides, each shown for 20 seconds. Purpose: The aim of this study was to evaluate the effects of the PK presentation on elderly care department students’ knowledge about pressure injury prevention. Methods: This study used a single-blinded randomized control trial. Elderly care department students were randomized to the PK presentation technique (intervention group) and traditional PowerPoint presentations only (control group). The sample of the study consisted of 54 (intervention group = 28, control group = 26) elderly care department students. Data was collected using the Sociodemographic Form and the Pressure Ulcer Prevention Knowledge Assessment Instrument (PUPKAI). PUPKAI was administered before the presentations (pre-test), after the presentations (post-test 1), and 4 weeks after the presentations (post-test 2). Results: Following the presentations, the intervention group's PUPKAI mean score (47.23 ± 11.62) was significantly higher than the control group's mean score (36.64 ± 12.41) (P &lt; .05). Four weeks after completing the education, the intervention group's mean PUPKAI score (43.11 ± 13.72) was significantly higher than the control group's mean score (36.46 ± 12.76) (P &lt; .05). Conclusion: The knowledge level of the elderly care department students was found to be below the satisfactory level. It was determined that the PK presentation increased the knowledge level of the students regarding pressure injury prevention.

Background and Aims: College students' lives depend greatly on their sense of self-worth. It has an impact on their social interactions, emotional well-being, and academic achievement. Several issues can arise for college students, such as social pressures, anxiety related to appearance, and negative body image. These elements may damage their sense of self-worth, which subsequently impacts their general health and standard of living. Sports dance is a unique physical activity that combines artistic ability and physical prowess to positively impact college students' self-esteem. Sports dancing has also been linked to improvements in self-esteem and self-image in addition to physical health, according to earlier research. The two main goals of this study are to first compare the experimental group's self-esteem before and after they participated in sports dancing, and then to compare the experimental group's self-esteem with that of the control group. Methodology: This study included a sample of 20 third-year undergraduate students from the Dance Department, College of Art, Chongqing University of Mechanical and Electrical Technology. The samples were divided into two groups: 10 students, consisting of 5 female and 5 male students, in both the experimental and control groups. The experimental group used the sports dance training method, while the control group used the traditional teaching method. A self-designed, expert-reviewed Rosenberg's self-esteem scale was issued before and after the experiment to determine the influence of sports dance exercises on the self-esteem of the sample group. Data were analyzed using means, standard deviations, and t-tests. Result: Before engaging in sports dance training, the experimental group's mean self-esteem score was found to be 28.3, while the control group's mean score was 28.8 before receiving traditional instruction. Following the experiment, the experimental group's mean score on self-esteem increased to 35.6, while the control group's score stayed at 27.8. After taking the sports dance course, the experimental group felt more confident in themselves. The mean score of the experimental group was higher than that of the control group. Students in the experimental group demonstrated higher levels of engagement in class during sports dance training. When given chores involving dance, they showed initiative in solving problems and made their own choices. They conversed with people more and gained self-assurance when voicing their ideas. These findings imply that sports dancing significantly and favorably raised the students' self-esteem. Conclusion: The results show that sports dance programs can help students feel better about their bodies and have higher self-esteem. Students receive timely rewards throughout the sports dance learning process, which boosts their self-esteem in the classroom and promotes greater interaction between them. By working together to create dance performances, students improve their interpersonal skills and become fully immersed in a stimulating, dynamic, and demanding learning environment. This promotes a calm and pleasurable learning environment while also helping students develop their knowledge and skills and improving their communication skills. This study provides educational institutions and schools with a workable strategy for enhancing students' mental health by introducing sports dance courses. The results also highlight sports dance's potential as a useful tool for psychological intervention. Mental health practitioners might think about introducing elements of sports dance into psychotherapy sessions to help patients feel better about themselves.

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 &lt;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.

This research aims to know whether the students’ ability in writing procedure text could be improved through the use of Instagram picture series as teaching media. This is a classroom action research (CAR) implemented in two cycles, on the eleventh-grade students of Madrasah Aliyah NU Sidoarjo in 2019/2020 academic year. This research uses quasi-experimental design which has these criteria based on Mueller: 1). No random selection of subjects; 2). Pre-test both groups; 3). Experimental group receives new treatment; 4). Control group receive no treatment or the normal treatment; 5). Post-test both groups. The population is 126 students. The samples are ten students of XI MIPA 1 as the experimental group and ten students of XI MIPA 2 as the control group. The independent variable is Instagram picture series as media of teaching writing. The dependent variable is the students’ ability in writing procedure text. In collecting the data, the researcher applied instrument: interview, questionnaire, Instagram application, writing pre-test and writing post-test. The data was analyzed statistically using T-test. The researcher examines two cycles of test. As the result in the first cycle, the pre-test average score of the control group is 44 and the experimental group is 45.5. In the first cycle of pot-test, the average score of the control group is 70 and the experimental group is 78. Both of them don’t get the Kriteria Ketuntasan Minimum (KKM) or the level of basic competence score which is 80. So, the second cycle of post-test is held. As the result, the average score of the control group is 74 and the experimental group is 82.5. The next cycle of post-test isn’t needed because the average score of the experimental group is already passed over the KKM. It means that, the use of Instagram picture series as teaching media has the significant positive impact to the improvement of the students’ ability in writing procedure text.&#x0D; &#x0D;

This study deals with the effect of using mind mapping technique on students’ writing procedure text. The objective of this study was to find out if there was a significant effect of mind mapping technique on writing procedure text. It was conducted by using experimental research. The population of this study was the eleventh-grade students of SMA Negeri 1 Tanjung Pura which consists of six parallel classes. Two classes were taken as the sample of this research, XI MIA-1 and XI MIA-2. The class of XI MIA-1 was an experimental group and class XI MIA-2 was a control group. The experimental group was taught by mind mapping technique, otherwise the control group was taught by using lecturing technique. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. It was found that t-observed (5.98) higher than t-table (1.99). It means that there was a significant effect on students’ writing procedure text at SMA Negeri 1 Tanjung Pura by using mind mapping technique.

This research explores the impact of utilizing crossword puzzle games as a teaching tool to enhance reading skills, specifically focusing on vocabulary development, among eighth-grade students at SMP Swasta Teladan Pematang Siantar. The study adopts a quasi-experimental quantitative design with a total population of 40 students in the eighth grade. Both the experimental and control groups were subjected to different teaching methods, with the experimental group exposed to crossword puzzle game instruction while the control group received traditional instruction. Vocabulary tests, encompassing synonym and antonym identification through multiple-choice questions, were administered as pre-tests and post-tests for both groups. The findings revealed a substantial increase in the mean score of the experimental group, from 43 in the pre-test to 76.60 in the post-test, compared to the control group's mean score of 42.75 in the pre-test and 67.5 in the post-test. Statistical analysis, employing T-test and t-table values, indicated a significant effect of the crossword puzzle game on reading skills, particularly in vocabulary, among eighth-grade students at SMP Swasta Teladan Pematang Siantar.

This research aims to know the effect of the Clustering Technique on students’ achievement in writing recount texts at the ninth grade of SMPN 5 Masbagik in the school year 2025–2026. The study applied a true experimental design with a pre-test and post-test control group. The sample consisted of 60 students selected through simple random sampling, with 30 students in the experimental group and 30 in the control group. The instrument used was a writing test assessed on content, organization, vocabulary, and language use, with proven validity and high reliability (Cronbach’s Alpha = 0.936). The experimental group was taught recount text writing using the clustering technique, while the control group received conventional instruction. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent sample t-test. The results revealed that the experimental group's mean score improved from 56.33 (SD = 6.52) in the pre-test to 71.40 (SD = 7.38) in the post-test, while the control group's mean score increased from 49.87 (SD = 5.20) to 53.40 (SD = 5.78). The independent sample t-test indicated a significant difference between the post-test scores of the two groups (t = 10.513, p &lt; 0.05), confirming that the clustering technique significantly enhanced students' writing achievement. Based on the data analysis, the researcher concluded that clustering is an effective pre-writing strategy to improve the ability to generate and organize ideas, leading to better recount text writing performance.