Development of the Descriptive Writing Learning Model using the Audio Visual Media

Abstract

This development research aims to develop a learning model that has been used by teachers to become a new learning model that is able to create a learning process that is fun, no burden, and not boring. The research procedure follows the 4-D development phase (four D) Thiagarajan namely: (1) defining; (2) design; (3) development; (4) distribution. The product trial was carried out on two high school and city school category categories (high level) established Padangpanjang SMPN 1 and low-level and peripheral group schools (low level) determined by Padangpanjang SMPN 3. The instruments used were interviews, observations, questionnaires, questionnaires, and tests. Development of descriptive writing learning models using audio visual media produces the main syntax of the side, namely: (1) orientation, (2) observing audio-visual media, (3) descriptive writing, (4) presenting descriptive content reports, and (5) reflecting the process learning that has been done. Learning tools developed consisted of 1) Learning Implementation Plans (RPP), 2) descriptive writing learning models, and 3) audiovisual media. The quality of learning devices is tested from three aspects, namely: validity, practicality, and effectiveness. The validity of the learning model is based on the results of the descriptive writing test of the students.

Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar

“…The findings of this study relate with those of the study by Novelti, Kristiawan and Erpidawati [20] about the development of the descriptive writing learning model using audio-visual media. It was found in this study that teachers used the learning model as a new learning model that can create a learning process that is fun, not burdensome and boring.…”

“…In Malaysia, the study by Veramuthu and Shah [35] use a collaborative approach in teaching and learning descriptive writing, and it is received as one of its approach which aids English Second Language (ESL) learners to be proficient in writing. Furthermore, the study by Novelti, Kristiawan and Erpidawati [20] developed a descriptive writing model through audio-visual in Indonesia, and it supports students in improving descriptive writing ability. A study conducted by Ikwuka and Samuel [13] in Nigeria revealed that digital lesson contents improved students' achievement in chemistry subject.…”

Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea

“…Several studies have clearly shown that students become able to produce longer texts when they get engaged in technological educational environments than texts which are produced by hand. In addition, students have opportunities to revise what they write frequently (Novelti et al, 2019;Kristiawan, 2014). Hence, the quality of their writing becomes better (Zawitinski, 2012).…”

The effectiveness of CTL on the students’ news writing skill

“…Writing activities involve several factors, including the writer as the message's delivery, the writing's content, the channel or media, and the reader (Nisja, 2019). Teachers, on the other hand, can assess the objectives provided, identify strengths and weaknesses, and devise new strategies to improve the learning process and writing skills (Novelti et al, 2019). Furthermore, students can improve their writing skills if they are accompanied by a learning process and practice (Wilda & Wahidah, 2021).…”