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COPS STRATEGY: A STRATEGY TO TEACH WRITING SKILL Fitri Novia
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.174.2017

The purpose of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through COPS strategy and that of those who were not. The sample of the study was 71 students of SMP N 1 Sungai Pinang Ogan Ilir. Purposive sampling technique was used to select the sample. Written test was used to collect the data which consisted of five topics. T-test was used to analyze the data. Based on the result, it was found that the t-obtained (6.450) was higher than t-table (1.950) and the àvalue (0.000) was lower than Pvalue (0.05), the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in writing achievement between students who were taught by through COPS Strategy and that of those were not. Thus, COPS strategy can be used to teach writing skill.

PROMOTING LETTERS TO INCREASE STUDENTS’ WRITING SKILL Fitri Novia
Language and Education Journal Vol 1 No 1 (2016): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v1i1.5

Writing is one of important skills learned by students because everyone can express their ideas, opinion, feeling, and information on the paper. However, writing considers difficult for students. To overcome the students’ problem in writing, teachers can use various ways and authentic materials. One of them is by using letters. Therefore, the aim of this study was to find out whether or not students’ writing skill could increase by using letters. Quasi - experimental method was used which involved experimental and control groups. The samples consisted of 72 students of SMP Negeri 5 Kayuagung.Writing test was used to collect the data. Content validity and inter-rater reliability were used to measure the validity and reliability of instrument. To analyze the data, t-test was used. Based on the result, the value of t-obtained (5.495) was higher than value of t-table (1.9944) and pvalue (0.000) was lower than άvalue (0.05). It meant that the null hypothesis was rejected and the alternative hypothesis was accepted. In other words, letters could increase students’ writing skill.

USING POWER STRATEGY TO TEACH WRITING SKILL Reka Tia Susanti; Fitri Novia
Language and Education Journal Vol 1 No 2 (2016): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v1i2.9

Writing is an important language skill that must be learned by students. However, it is a complex process that makes many students have difficulty to generate ideas or struggle with brainstorming. As the result, their composition is not coherent and unity. POWER strategy can be used to help students’ in doing the process of writing. The objective of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not. The quasi-experimental method was used. Purposive sampling technique was used to select the sample. The written test was used as an instrument. The t-test was used to analyze the data. Based on the data, it was found that tobtained (3.511) was higher than ttable (1.966), and pvalue (0.000) was lower than αvalue (0.05) It meant that null hypothesis (Ho) was rejected and consequently the alternative hypothesis(Ha)was accepted. Hence, there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not.

USING BAMBOO DANCING METHOD TO IMPROVE READING SKILL Fitri Novia
Language and Education Journal Vol 2 No 1 (2017): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v2i1.17

The aim of this study was to prove whether or not there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that of those were not. A quasi-experimental method was applied. The sample of this study was the tenth grade of SMA N 4 Kayuagung which consisted 62 students. The purposive sampling method was used to select the sample. A written test was used in the form of multiple choice to collect the data. Content validity and IDIF was used to find out the validity. Kuder Richardson (KR-21) was used to measure the reliability. A t-test was used to analyze the data. Based on the result of independent sample t-test, the value of t-obtained was 13.631 at significance level p<0.05 in two-tailed testing and df=60, the critical value of t-table was 2.0003. Since the value of t-obtained (13.631) was higher than t-table (2.0003) and p-value (0.000) was less than α- value 0.05, the null hypothesis (H0) was rejected and alternative hypotheses (Ha) was accepted. It meant that there was a significant difference in students’ reading skill between students who were taught using bamboo dancing and that of those who were not. In short, a bamboo dancing method could improve students’ reading skill.

TEACHING READING RECOUNT TEXT BY USING THIEVES STRATEGY Fitri Novia; Ratna Nery
Language and Education Journal Vol 4 No 1 (2019): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v4i1.23

The purpose of the study was to find out whether or not there was a significant difference in reading comprehension between the students who were taught by using THIEVES (Title, Heading, Introduction, Every first sentence, Visual, End of paragraph, Summary) strategy and that of those who were not.The quasi-experimental method was used to conduct the research. The population of the study was all of the eighth-grade students of SMPN 2 Teluk Gelam. In this study, the purposive sampling method was used.The total numbers of the samples were 62 students. The instrument of this research was 30 questions about recount text in the form of multiple-choice test. To analyze the data, t-test was used. Based on the result of independent sample t-test, the value of tobtained was 3.718 at significance level p<0.05 in two-tailed testing and df=60, the critical value of ttable was 2.0003. Since the value of tobtained (3.718) was higher than ttable (2.0003) and pvalue (0.000) was less than αvalue 0.05, it meant that there was a significant difference in reading comprehension between the students who were taught using THIEVES strategy and that of those who were not. Hence, THIEVES strategy could improve the eighth-grade students’ reading skill at SMP Negeri 2 Teluk Gelam.

USING NURSERY RHYME TO TEACH LISTENING SKILL Ade Irma Suryani; Fitri Novia
Language and Education Journal Vol 2 No 2 (2017): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v2i2.33

Listening is a process to construct the meaning between speaker and listener. Unfortunately, in listening students not only have the important things but also difficult things. There are many kinds of song that teacher can use in teaching listening to support their teaching process. One of a song is a nursery rhyme. Hence, the purpose of this study was to find out whether or not there was a significant difference in listening achievement between students who were taught by using nursery rhymes and who were not. In conducting this study, quasiexperimental design was used. In this study, the writer took the sample by using purposive sampling method. The writer used a written test in the form of fill in the blank. The t-test was used to analyze the data. Based on the result of the independent t-test, the t-obtained was 2.022. At the significance level of p<0.05 and the degree of freedom (df) 68. The critical value of ttable was 1.9955. Since the value of t-obtained (2.022) was higher than the value of t-table (1.9955) and p-value (0.047) was lower than ά-value (0.05), the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In the other words, there was a significant difference in students’ listening achievement between students who were taught by using nursery rhyme and that of those who were not.

USING ADBUSTING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL Fitri Novia
Language and Education Journal Vol 3 No 1 (2018): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v3i1.35

Writing is an important subject which needs to be taught from elementary to university level. However, students still get difficulties in doing writing activities. Adbsuting technique can be used to improve students’ problems in writing skill. Therefore, the objective of this study was to find out whether or not adbusting technique could improve students’ writing achievement. A classroom action research (CAR) was used in this study as the method. The participants were second-semester students of English major of FKIP UNISKI Kayuagung which consisted 26 students. To collect the data written test was used. The students chose one of the topics which consisted five topics then they wrote a paragraph based on the topic. Mean score was used to analyze the data. Based on the result, the mean score of students on writing before the treatment was 60. The mean score of post test 1 at the first cycle was 66,58. The mean score of post test 2 at the second cycle was 74,15. The mean score of post test 3 at the third cycle was 80.92. Thus, the data showed that adbusting technique could improve students’ writing achievement.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT BY USING SANDWICH PARAGRAPH STRATEGY Fitri Novia; Eva Saptarina
Language and Education Journal Vol 4 No 2 (2019): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v4i2.125

Writing is important skill that should be taught. However, many students reluctant to do writing activities. Sandwich Paragraph Strategy is one of strategies that can be used to overcome students’ problems in writing. The purpose of this study was to find out whether or not there was a significant difference in writing achievement between the students who were taught through Sandwich Paragraph strategy and that of those who were not.Quasi-experimental method was used in this study.The participants of this study were the eighth grade students of SMPN 2 Teluk Gelam. Purposive sampling techinuqe was used to select the sample. T-test was used to calculate the data. Based on the result, it was found that t-obtained (4.002) was higher than t-table (2.003). It meant that there was a significant difference in writing achievement between the students who were taught through Sandwich Paragraph Strategy and that of those who were not. Thus, Sandwich Paragraph Strategy could improve students’ writing achievement.

Improving speaking skill using mingle game Susilawati; Fitri Novia; Rekha Asmara
Language and Education Journal Vol 6 No 01 (2021): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v6i01.200

This study aimed to consider whether there was a significant difference in speaking skill between students who were taught using the Mingle game and those who were not.This research was conducted using a quasi-experimental design. The sample consisted of two groups: X MIPA 2 (experimental group) and X MIPA 3 (control group), which were chosen using a purposive sampling process. The data was collected using an oral test.The t-test was used to evaluate the results. The outcome of the independent sample t-test indicated that tobtained (3.96) was higher than the critical value of ttable (1.99), indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) accepted. It was determined that there was a significant difference in speaking ability between students who were taught using the Mingle game and those who were not.

The correlation between students’ mastery of simple past tense and their ability in writing recount text Lestari; Fitri Novia; Rachmanita
Language and Education Journal Vol 6 No 2 (2021): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v6i02.283

The goal of this study determined a relationship between students' knowledge of the simple past tense and their ability to create a recount text in tenth-grade pupils of SMA N 07 Ogan Ilir. The study's participants were all Tenth-Grade Students at SMA N 07 Ogan Ilir. A total of 86 students were present in the population. The sample consisted of 86 students who were chosen using a total sampling technique. This investigation was carried out using correlation research. The data was administered through simple past tense mastery test and writing recount text. Pearson Product Moment correlation was employed to analyze the data.The correlation coefficient, or r-obtained (0.325), was found higher than r-table (0.176), with a p-value of 0.0020.05. It meant that learners' grasp of the simple past tense and their ability to write recount texts were related. It is possible to conclude that students' knowledge of the simple past tense has a significant impact on their ability to write recount material.

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