Writing Procedure Text Research Articles

The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

Eco-print Exploration As An Effort To Improve Writing Ability Based On Project Based Learning (Pjbl)

The low ability to write procedure texts for making eco-prints for students in grades V and VI is caused by several things that must be observed. This is due to students' lack of understanding of procedural texts, difficulty communicating knowledge in written form, and difficulty composing effective sentences. This research aims to analyze Eco-print exploration activities as an effort to improve writing skills based on project-based learning (PjBL) integrated with Tri-N (niteni, niroake, nambahi). Tri-N concert encourages students to have the ability to observe and scrutinize an object or the stages of the Eco-print process. Then, imitate with a bank that will eventually grow creativity and innovation. This research uses the narrative method to describe the steps of making eco-print, which serves as teaching material to improve students' writing skills. The data collection technique in this research is using observation, interview and documentation techniques. The research findings show that Eco-print exploration activities with the stages of the work creation process are able to explore, narrate the stages, and ultimately foster the ability to write a narrative based on project-based learning (PjBL) integrated with Tri-N (niteni, niroake, nambahi). Through the narrative approach, it can improve students' writing skills, especially in terms of writing descriptions and creativity. The implications of this study highlight the potential of using hands-on activities, such as eco-print making, to improve students' writing skills and enhance their understanding of the writing process.

USING YOUTUBE VIDEOS TO TEACH WRITING

This article aims to describe how an English teacher taught writing procedure text using YouTube videos to the 11th-grade students of Vocational High School. The study applied a descriptive qualitative approach. This research was conducted at one Vocational school in Pacet. The participants of this research were an English teacher and 36 students from grade 11 of Tourism Travel Business (ULP) major. This study was guided by one research question “How does the teacher teach writing procedure text using YouTube video to grade 11 students of Vocational High School?” The instruments used in this study were observation, documentation, and interview. The findings of this study show that: 1) the English teacher engaged the students to watch a video from YouTube together in the opening activity, 2) the English teacher and the students discussed the contents of the YouTube videos that have been watched in the core activity, and 3) the English teacher played YouTube videos to prepare the students’ mental condition before they were doing presentation about their writing project of procedure text in core activity. The results indicated that the YouTube video on teaching writing aligns with the stages of the teaching activities proposed by Rusmawan.

Demonstration Method with TPACK Approach to Improve the Writing Ability of Procedure Text in Fourth Grade

The observation results reveal that the teacher did not integrate technology into all learning processes, resulting in poor writing skills among students. The researcher aimed to evaluate the efficacy of the TPACK-based demonstration approach in enhancing procedural text writing proficiency. A quasi experimental pre-test post-test control group design was employed to examine this effect. The target population for this study included all fourth grade students at SDN Kedaung Wetan 2. A sample of 40 students was selected, with 20 students from class 4A assigned to the control gorup and 20 students from class 4B assigned to the experimental group. The instrument used in this study was a written test. Data analysis was performed using the SPSS 27 program. Both the Paired Sample T-Test (Sig. (2-tailed) = 0.001) and the Independent Samples T-Test (Sig. (2-tailed) = 0.075) yielded statistically significant results (p = 0.05), indicating that the null hypothesis (Ho) can be rejected in favor of the alternative hypothesis (Ha). This suggests a significant difference between the learning outcomes of students receiving traditional instruction. Furthermore, the N-Gain Score analysis revealed an average improvement of 56% in the learning outcomes. This finding supports the notion that the TPACK integrated method has a positive influence on students ability to write procedure texts.

Demonstration Method with TPACK Approach to Improve the Writing Ability of Procedure Text in Fourth Grade

This research investigates wheter integrating the demonstration method with a TPACK (Technological Pedagogical Content Knowledge) approach in classroom learning can improve students ability to write procedure texts. A quasi experimental pre-test post-test control group design was employed to examine this effect. The target population for this study included all fourth grade students at SDN Kedaung Wetan 2. A sample of 40 students was selected, with 20 students from class 4A assigned to the control gorup and 20 students from class 4B assigned to the experimental group. The instrument used in this study was a written test. Data analysis was performed using the SPSS 27 program. Both the Paired Sample T-Test (Sig. (2-tailed) = 0.001) and the Independent Samples T-Test (Sig. (2-tailed) = 0.075) yielded statistically significant results (p = 0.05), indicating that the null hypothesis (Ho) can be rejected in favor of the alternative hypothesis (Ha). This suggest a significant difference between the learning outcomes of students receiving traditional instruction. Furthermore, the N-Gain Score analysis revealed an average improvement of 56% in the learning outcomes. This finding supports the notion that the TPACK integrated method has a positive inflluence on students ability to write procedure texts.

The Using of Distance Learning (Online) to Students of SMP IT Alhijrah Bintuju

This research was carried out at SMP IT Alhijrah Bintuju. The aim of this research is to find out whether there is a significant influence of the application of distance learning techniques (online) on the ability to write procedure texts by class VII students at SMP IT Alhijrah Bintuju.This research is an experimental study with a population of class VII SMP IT Alhijrah Bintuju consisting of 1 class in which 28 students. Meanwhile, the sample for this research was class VII with a total of 28 students using total sampling techniques. The data from this research were obtained from test scores, namely a test of the ability to write procedure texts before using distance learning techniques (pre test) and a test of the ability to write procedure texts after using distance learning techniques (post test). The data obtained were analyzed using the t test formula.Based on the results of data analysis, the results obtained consist of: 1) The results of data calculations illustrate that the mean score for the ability to write procedure texts after using the distance learning technique (online) was obtained with a score of 78.04, in the "Good" category. 2) The results of data calculations illustrate that the mean score for the ability to write procedure texts before using the distance learning (online) learning model was obtained with a score of 67.68, in the "Enough" category. 3) The results of hypothesis testing obtained a value of t0 = 4.42. These results are compared with tt at degrees of freedom (df) 54 or (N1 + N2 - 2) = 28 + 28 - 2 = 54. The tt score is 2.00 at the 5% significance level. Thus, it can be concluded that t0 is greater than tt, namely = 4.42 2.0. So it can be said "there is a significant influence of the use of distance (online) learning techniques on the ability to write procedure texts by class VII students at SMP IT Alhijrah Bintuju." Keywords: Distance Learning Techniques, Online, Procedure Text, Writing

Pengaruh Model Pembelajaran Project Based Learning Berbantuan Media Prezi terhadap Kemampuan Menulis Teks Prosedur pada Siswa Kelas VII SMP Negeri 29 Medan

Students experience difficulties in learning to write procedure texts. This is caused by students' interest in learning procedural text material which is still relatively low, students' lack of understanding in writing procedural texts, students are not enthusiastic about learning to write procedural texts. The aim of this research is to analyze (1) the ability to write procedural texts of class VII SMP students. Negeri 29 Medan before using the project based learning learning model assisted by Prezi media; (2) the ability to write procedural texts for class VII students at SMP Negeri 29 Medan after using the project based learning model assisted by Prezi media. (3) the influence of the project based learning model assisted by Prezi media on the ability to write procedural texts for class VII students at SMP Negeri 29 Medan. This research uses an experimental one group pre-test post-test design method. The results of the research show that 1) the ability to write procedural texts for class VII students at SMP Negeri 29 Medaln before implementing the project based learning learning model assisted by Prezi media was still classified as adequate in terms of category, with an average value of 60.16 while the majority of students had not yet reached the minimum completeness criteria. (KKM) which has already been determined by the school with a score of 76. 2) The ability to write procedural texts for class VII students at SMP Negeri 29 Medaln after implementing the Prezi media-assisted project based learning model is in the reverse category with a score of 84.35 based on the test t, with a significant level value of α = 0.05 and n = 31, the t-table value is 2.04. Therefore, it can be concluded that t-count > t-table, namely 7.15 > 2.04. This proves that there is a significant influence from the use of the project based learning model assisted by Prezi media on class VII students at SMP Negeri 29 Medan.

Improving Students Writing Ability and Creativity in Procedure Text Using Technological Pedagogic Content Knowledge (TPCK)

I<span lang="EN-US">mproving Students Writing Ability & Creativity in Procedure Text through Technology Pedagogic Content Knowledge.<strong> </strong>This study aims to determine the effectiveness of the TPCK-based learning model on Canva application to improve students' writing ability and creativity in writing text procedures. This research is classroom action research consisting of 2 cycles, each cycle consists of 4 main stages, namely planning, implementation, observation and reflection. The subjects in this study were 25 students of class X SMAN I Kediri, West Lombok, West Nusa Tenggara. Data were obtained through observation, interviews, writing assignments and field notes. The data were analyzed descriptively qualitatively including collecting data, coding, comparing, making interpretations and reporting the results. The results showed that the application of project-based learning experiences can improve students' writing skills and creativity. This project-based learning experience can significantly increase students' curiosity, interest and motivation, encourage changes in students' attitudes and behaviors to develop their writing skills and creativity, teachers can monitor and assess students' progress through the results of student work projects regularly. The results showed that the average score of students in the pre-test 11.58 increased to 15.84 in the post test with a difference of 4.26. The findings mean that the technology-based learning model can significantly improve students' writing skills and creativity in writing procedure texts.</span>

The Use of Peer Feedback in Teaching Writing Procedure Text at High School

The Use of Peer Feedback in Teaching Writing Procedure Text at High School

Increasing Students’ Procedural Writing through Think Pair Share and Silent Demonstration

Writing English is a problem experienced by students. Some students were found to have difficulty applying their ideas into written form. It causes the information to be conveyed not be communicated properly. Similar to writing procedure text which expects the reader to be able to understand the steps contained in the text. Therefore, the writers are required to be able to develop their ideas in order to achieve the goals of the writing. This paper intends to focus on creating a solution for students in writing procedural text by combining the Think Pair Share and Silent Demonstration techniques. Approximately 60 final year students were selected purposively as the research sample. Using a static-group comparison research design, the students were divided into two different classes: control and experimental, were implemented in these techniques, where the control class only applied Think Pair Share, while a combination of the Think Pair Share and Silent Demonstration techniques utilized in the experimental class. Through the Independent Sample T-Test, the findings were that students with the integration of the integration Think Pair Share and Silent Demonstration techniques had higher writing achievements. The students were able to discuss with their classmates and also get a big picture of the procedures involved in doing or operating something. This was because they had seen several ideas in a video that could help them write down the whole procedure.

Applying Genre-Based Approach to Enhance Vocational Students’ Achievement in Writing Procedure Text

This research aimed to investigate the enhancement of students’ achievement in writing procedure text by implementing a genre-based approach. The research design of this research was action research. The location of the research is at Akademi Komunitas Negeri Putra Sang Fajar Blitar (AKNPSFB). The research instruments were writing sheet, interviews, observation checklists, and tests. This research analyzed 150 essays by applying descriptive analysis of statistics and essay content. One hundred and fifty students from English Course classes at AKNPSFB submitted their assignment which required them to write a procedure text for 60 minutes in 3 weeks for an English course with credit for 14 weeks. From the analysis, the students' average score continued to increase gradually from 65.60 in the pre-test to 72.15 in Cycle I and to 76.25 in Cycle II. This increase in scores proves that the application of the genre-based approach (GBA) is able to increase students' writing skills in procedure text.

USING YOUTUBE FOR PROMOTING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT

The paper sought to explore whether there was a substantial alteration in writing procedure text achievement among seventh-grade students at SMPN 1 Sungai Pinang when utilizing YouTube. All the seventh-grade students from SMPN 1 Sungai Pinang in the academic year 2022/2023 were a population. It took fifty-eight students to become the sample. Two groups were formulated, namely experimental and control. A quasi-experimental design was carried out. Written test in the form of an essay, was reported twice as a pre-test and post-test. Formerly, the students were provided with five topics and crafted a procedure text. The scores were then examined using the t-test. SPSS version 26 was spent to calculate it. The independent sample t-test revealed that t-obtain was greater than t-table. The probability value was less than the alpha value. It caused the null hypothesis to be excluded while the alternative hypothesis was established. Hence, there was a substantial variance in writing performance between students who used YouTube and those who did not.

Pengaruh Model Pembelajaran Picture and Picture terhadap Kemampuan Menulis Teks Prosedur Siswa MI

The purpose of the study was to determine the effect of picture and picture (PnP) learning model on the ability to write procedure text of fifth grade students of MI Muhammadiyah Congol Boyolali. This research applied a quantitative quasi-experimental approach. The research type applied one group pre-test post-test design. Data collection used essay questions provided at the beginning and end of learning. Data were analyzed by assessing pre-test and post-test results, normality test, homogeneity, and one sample t-test. The results indicated an increase in students' mean scores after applying the PnP model, with a pre-test mean score of 69.93 and a post-test mean score of 88.63. The results of data analysis applying the one sample t-test also resulted in a t-count of 12.45, exceeding the t-table of 2.093, and the significance value showed less than 0.05. Thus, there is a significant effect of using the PnP model on the ability to write procedure texts of grade V students of MI Muhammadiyah Congol. The contribution of this research can be a literature for the development of learning models that have an impact on improving students' ability to write procedural texts.

The Use of Problem Based Learning In Developing Writing Skills of Grade VII Students of MTS Al-Khairaat Tondo

This research is intended to prove that Problem-Based Learning can develop the writing skills of grade VII students of MTs Al-Khairaat Tondo. The study employs a quasi-experimental research design to assess the impact of PBL on students' abilities in writing procedure text. The researcher chose VII B and VII C Class as the sample for the study by using purposive sampling. The data were analyzed statistically to determine the significant difference in the student’s achievement before and after treatment. The results show the T-counted value of 5.95, surpassing the critical T-table value of 2.045. Consequently, the research hypothesis is accepted, signifying that implementing problem-based learning significantly contributes to developing writing skills among Grade VII students at MTS Al-Khairaat Tondo in constructing procedure text.

The Use of Tutorial Videofrom “Food& Cooking” Channel to Improve Students’ Writing Procedure Text

The research was aimed to overcome students' writing procedure text problems. As the research subjects, the students in B class of SMP Negeri 18 Pontianak Academic Year 2020/2021 had difficulty constructing the ideas to write procedure text, consisting of goals, materials, and steps. Classroom action research was conducted by implementing tutorial videos from "Food & Cooking" channel as the learning media to help students overcome their problems. In this research, there were two cycles. The data gathered by using the checklist, field notes, and WhatsApp Messenger. The activity in this research is online learning through WhatsApp Messenger. The results of the data were analyzed descriptively. The students' writing procedure text was improved based on the data, and they become more active in the teaching and learning process. In conclusion, the students' writing procedure text problems had been solved using the tutorial video from "Food & Cooking" channel.Keywords: writing, procedure text, tutorial video

Improving Procedure Text Writing Skills Through The Integration Of Picture Series Within Flipped Classroom Approach

The purpose of this study was to determine whether there was a significant effect of the picture series technique in writing procedure text in the eighth grade of MTs. M 06 Banyutengah. This study used a quasi experimental design consisting of one class as the treatment class and one class as the control class. The population in this study was the eighth grade of MTs. M 06 Banyutengah, and the samples of this study were students VIII A and VIII B Mts. M 06 Banyutengah school year 2023/2024. The sample was taken using purposive sampling. The instrument of this study was a writing test focusing on procedure text. The researcher collected data by giving a pre-test, giving treatment in the experimental class using the picture series technique with a flipped classroom, and finally giving a post-test. The data were analyzed with descriptive statistics and normality test. To test the hypothesis, the researcher used paired sample t-test, which was calculated through SPSS 25.0. The results of this study showed that the mean score the students' mean score raises in class experiment 23.66 points, from 43.00 (pre-test experiment class) to 66.66 (post-test experiment class), while the students' mean score raises in class control 16,83 points, from 42.83 (pre-test control class) to 59.66 (post-test control class). In addition, the Sig (2 tailed) value was 0.000. This means that the probability value (Sig) is lower than α (p-value < α or 0.000).

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

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.

Exploring Discourse Markers Usage and Challenges in Writing Procedure Texts: A Study on Vocational Students

Exploring Discourse Markers Usage and Challenges in Writing Procedure Texts: A Study on Vocational Students

The Erratic Use of Imperative and Passive Voice in Procedure Text Writing Ability

<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>

Students’ Perception of Writing Procedure Text with Project-Based Learning Model

Project-based learning is a recommended model by Merdeka (Independent) curriculum for teachers. Consequently, the model includes novel things in learning and is prone to poor execution. This study aimed to (1) measure students’ perceptions of learning the skills of writing procedure text with a project-based learning model and (2) identify obstacles to learning to write procedure text through project-based learning. This research is descriptive with a qualitative paradigm. The source of data was the second-grade students of SMP Negeri 1 Ngemplak and SMP Negeri 1 Simo Boyolali, totaling 448 students, of which 256 were taken as samples. Sampling was carried out with purposive sampling, namely classes applying project-based learning methods. Data collection techniques were conducted with questionnaires, observations, and interviews. Testin data validity was performed by triangulating data sources and methods. Data analysis was completed with interactive models. The results suggested that the majority of students stated that the learning procedure text using project-based learning was interesting, as well as motivated, and made students actively involved in learning. The second finding revealed the obstacles arising in the application of the project-based learning model in junior high school, namely: 1) poor adjustment to the teachers in project-based learning model implementation in the classroom; 2) less trained students in working on a project; and 3) longer time or hours of lessons required. The conclusion is that assigning projects accordingly based on the student’s environment will minimize future obstacles. This research recommends that school principals provide direction and empowerment to teachers to teach by implementing innovative learning models and one of them is the project-based learning model.