Evaluation of Three Primary Teachers’ Approaches to Teaching Scientific Concepts in Persuasive Ways

Loxley, Peter

doi:10.1080/09500690802150114

Cited by 3 publications

(1 citation statement)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Target dapat diimplementasikan dengan melakukan prosedur keterampilan menulis persuasi. Jones & Crow (2017) dan Loxley (2009) menafsirkan dari perspektif techno-utilitarian, yaitu persuasi dalam keilmiahan mengacu pada evaluasi dan justifikasi pandangan untuk hubungan antara klaim, data dan sebagai aktivitas sosial yang berusaha menjelaskan berbagai pandangan dan ide menggunakan pemikiran kritis positif untuk mengatasi dan membujuk orang tentang subjek tertentu mencakup presentasi dan pembenaran beberapa ide tentang suatu topik. Tujuan dari penulisan persuasi adalah untuk menghasilkan komposisi tulisan yang dapat meyakinkan dan membujuk pembaca untuk merangkul sudut pandang penulis dan melihat atau mengambil tindakan, dengan penguasaan keterampilan analitis, keterampilan evaluatif, dan keterampilan berpikir kritis dalam memprediksi respons pembaca (McKeown et al, 2019;Mulyadi et al, 2016).…”

Section: A Pendahuluanunclassified

Dampak strategi quick write berbantuan media animasi terhadap keterampilan menulis teks persuasi siswa

Alnovgada

2024

Diglosia

View full text Add to dashboard Cite

This research is motivated by the need for innovation in the learning process in the Industrial Revolution 4.0 era. This research aims to determine the impact of the quick write (QW) strategy assisted by animation media on the ability to write persuasive texts for class VIII students. This research implemented a pretest-posttest control group design involving students from SMP Negeri 5 Pontianak. Students were divided into two groups consisting of 64 students selected through cluster random sampling. The instrument consists of essay questions in the form of a pre-test and post-test. The data were analyzed using the t-test and the results showed that 1) students who were treated with the QW strategy assisted by animation media showed a significant increase in their ability to write persuasive texts, and 2) the QW strategy assisted by animation media contributed to student independence in learning to write, students were active and able to highlight the argument process quickly and responsively related to actual problems with the linguistic skills they have. These findings show that students who use the QW strategy assisted by animation media have a better improvement in their ability to write persuasive texts than students who use direct learning.

show abstract

Section: A Pendahuluanunclassified