Multiliteracies in a Writing Class

Rokhyati, Umi

doi:10.26877/eternal.v7i2.2167

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…What the teacher can do is maximizing their roles. Harmer (2001: 261) in Rokhyati (2014) explains that the roles of the teacher in writing class are motivator, resource, and feedback provider. Chamot and O'Malley (1994) in Sudilah (2015) mentioned that: "........in writing, ESL students may not know how to plan and sequence their ideas before writing (organizational planning) or conduct memory searches which include knowledge and experience gain through their first language (elaborating prior knowledge ).…”

Section: Introductionmentioning

confidence: 99%

Project – Based Learning (Pjbl) to Improve Students’ Writing Capability

Sholihah

2018

SEEDS

View full text Add to dashboard Cite

Writing is considered as a difficult skill in learning English. That's way the teacher should creative and innovative in teaching writing. One of methods that can be used in teaching writing is PjBL (Project Based Learning). The purpose of this article is to examine the uses of PjBL can improve students' writing capability. It is based on the classroom action research with the subject is the students of fourth semester of English department of Widya Dharma University. The findings of the research imply that PjBL is very effective. The implementation of PjBL improved the students' writing capability. PjBL enables the students to be more active to explore their ideas. By doing the project, the students can work together and share their ideas and knowledge with others. It makes the learning activity is not teacher centered but student centered, because most of the activity is done by the students. It can also improve writing class in a better situation in the way that the classroom situation becomes more alive with various interesting activities, and there is a rising of students' participation.Besides that the teacher in teaching English used traditional or conventional method of teaching.According to Richards & Renandya (in Fauziati), writing is the most difficult skill to be mastered for foreign language learners. This is due not only to the need to generate and organize ideas using an appropriate choice of vocabulary, sentence, and paragraph organization but also to turn such ideas into a readable text (2010: 45).Rokhyati (2014) says that writing is the most difficult language skill, even for the native language users. We need integrated skills to be able to produce a piece of writing, Those skills are understanding grammar, generating ideas (content), organizing ideas (organization), and using mechanics. Rokhyati (2014) adds that many students get difficulty in writing because it is difficult for them to master and integrate the micro skills. Some students may have good ideas and can organize their ideas well, but the grammar and words they use are not correct. On the other hand, some other students have good grammar and master the vocabulary well, but cannot organize their ideas. As a result, the product of their writing is not good.Writing is also considered the difficult skill for fourth semester students of English Department of Widya Dharma University of Klaten. They understand the theory but difficult to practice it. That's way this article describes based on the research about the usage of Project Based Learning (PjBL) in order to improve students' writing capability. PjBL is effective to improve students' writing capability. By doing the project, the students are hoped to practice more in writing and enjoy in the process to improve their writing. WritingBell and Burnaby in Setyawan et al. (2012) state that the writer is required to demonstrate control of a number of variables simultaneously, so it means that writing is an extremely complex cognitive activity. Harris (1993: 10) defines writing as a proc...

show abstract

Section: Introductionmentioning

confidence: 99%

Project – Based Learning (Pjbl) to Improve Students’ Writing Capability

Sholihah

2018

SEEDS

View full text Add to dashboard Cite

show abstract

“…Beberapa penelitian terkait multiliterasi telah dilakukan oleh (Kim et al, 2011: Hartati, 2016Abidin et al, 2017;Kulju et al, 2018;Rokhyati, 2018;Broce et al, 2019;Broce et al, 2019b;Rivas, 2019;Oakley et al, 2020;Indriyani et al, 2023). Berdasarkan beberapa penelitian di atas, telah diketahui bahwa upaya mengembangkan kemampuan belajar dan kompetensi abad 21 pada diri siswa dapat dilakukan dengan menerapkan multiliterasi.…”

Section: Pendahuluanunclassified

Pengaruh Picture Word Inductive Model berbantuan Classpoint dan Wordwall terhadap Kemampuan Membaca Pemahaman ditinjau dari Minat Baca Siswa

Apriliana,

Tatat Hartati,

Dadang Sunendar

2024

JEE

View full text Add to dashboard Cite

The background of this research is that students' literacy skills are still low, especially students' reading comprehension competence and reading interest which is quite worrying. The aim of this research is to obtain a comprehensive picture of the influence of the Picture Word Inductive Model (PWIM) assisted by classpoint and wordwall on reading comprehension abilities in terms of students' reading interest. The sample in this research was class II students at SDN Santaka, Cimanggung District, Sumedang Regency. The method used is an experiment with a 2 x 2 factorial design. The research results are as follows: 1) Learning to read comprehension using the PWIM model assisted by classpoint and wordwall is included in the quite effective category. 2) Based on the Two Ways Anova test, a sig value of 0.045 ˂ 0.05 is obtained, which can be concluded that there is a difference in the increase in reading comprehension ability between students with the PWIM model assisted by classpoint and wordwall. 3) Based on the Test of Between Subject Effect, a sig value of 0.424 ˃ 0.05 is obtained, it means that no significant difference between students' reading comprehension abilities in terms of reading interest. Students' reading interest has no effect on their reading comprehension ability. Students who have low reading interest do not necessarily have low reading comprehension abilities, nor do students who have high reading interest necessarily have high reading comprehension abilities. 4) Based on the calculation of the interaction effect, a sig value of 0.026 ˂ 0.05 is obtained, it means that there is an interaction effect between the reading model and reading interest on increasing students' reading comprehension abilities. Based on the results obtained, it can be concluded that learning using the PWIM model assisted by classpoint and wordwall media is quite effective in being implemented for students who have different reading interests (low reading interest and high reading interest). Keywords: Reading Comprehension; Students' Reading Interest; Picture Word Inductive Model; Classpoint; Wordwall Abstrak Latar belakang penelitian ini yaitu kemampuan literasi siswa masih rendah, terutama pada kompetensi membaca pemahaman dan minat baca siswa yang cukup memprihatinkan. Tujuan penelitian ini untuk memperoleh gambaran secara komprehensif mengenai pengaruh Picture Word Inductive Model (PWIM) berbantuan classpoint dan wordwall terhadap kemampuan membaca pemahaman ditinjau dari minat baca siswa. Sampel dalam penelitian ini adalah siswa kelas II SDN Santaka Kecamatan Cimanggung Kabupaten Sumedang. Metode yang digunakan adalah eksperimen dengan desain faktorial 2 x 2. Hasil penelitian sebagai berikut: 1) Pembelajaran membaca pemahaman dengan model PWIM berbantuan classpoint dan wordwall termasuk ke dalam kategori cukup efektif. 2) Berdasarkan pengujian Two Ways Anova diperoleh nilai sig sebesar 0,045 ˂ 0,05 artinya terdapat perbedaan peningkatan kemampuan membaca pemahaman antara siswa dengan model PWIM berbantuan classpoint dan wordwall. 3) Berdasarkan Test of Between Subject Effect diproleh nilai sig sebesar 0,424 ˃ 0,05 artinya tidak ada perbedaan yang signifikan antara kemampuan membaca pemahaman siswa ditinjau dari minat baca. Minat baca siswa tidak berpengaruh terhadap kemampuan membaca pemahaman. Siswa yang memiliki minat baca rendah belum tentu memiliki kemampuan membaca pemahaman rendah begitupun siswa yang memiliki minat baca tinggi belum tentu memiliki kemampuan membaca pemahaman tinggi. 4) Berdasarkan penghitungan efek interaksi diperoleh nilai sig sebesar 0,026 ˂ 0,05, artinya terdapat efek interaksi antara model membaca dengan minat baca terhadap peningkatan kemampuan membaca pemahaman siswa. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa pembelajaran dengan menerapkan model PWIM berbantuan media classpoint dan wordwall cukup efektif diimplementasikan pada siswa yang memiliki minat baca yang berbeda (minat baca rendah dan minat baca tinggi). Kata Kunci: Membaca Pemahaman; Minat Baca; Picture Word Inductive Model; Classpoint; Wordwall

show abstract

“…Erkan & Saban (2011) berpendapat apabila kegiatan menulis melibatkan beberapa aspek penting selama kegiatan menulis berlangsung, misalnya tingkat pengetahuan linguistik, ketentuan dalam menulis, kosa kata dan penataan bahasa yang menyebabkan terjadinya kendala. Pendapat tersebut didukung oleh Rokhayati (2014) dalam penelitiannya yang membuktikan bahwa terdapat banyak kesulitan yang didalami oleh pebelajar, seperti kesulitan menuangkannya dalan sebuah tulisan.…”

Section: Pendahuluanunclassified

Pengembangan Desain Pembelajaran Multiliterasi Berbasis Tringo dalam Pembelajaran Menulis Teks Eksposisi Siswa SMA

Nafi'a¹,

Kuswandi²,

Wedi³

2022

JKTP J. Kaji. Teknol. Pendidik.

View full text Add to dashboard Cite

This study aims to develop a tringo-based multiliteracy learning design in learning to write expository texts. The research method used is research and development, while the Dick and Carrey development model is the development model used. In this research and development, it is only limited to the expert validation test stage due to research limitations. The learning device that becomes the output of this learning design is the learning implementation plan (RPP), student worksheet (LKPD), learning e-module, and instructional design usage guide. The results of the development of this learning design were validated by material experts and media experts with the average number of all devices developed obtaining a percentage of 89.76 percent. The validation of material experts for the learning implementation plan obtained 92 percent results, and for student worksheets the results obtained 88 percent, while for the e-learning module the results obtained 89.6 percent. Further validation was carried out by learning media experts for e-learning modules which obtained results of 91.2 percent and for guidelines for the use of learning designs of 88 percent. The results of the validation indicate that the learning design developed is feasible or valid to be used in the learning process.Abstrak: Penelitian ini bertujuan untuk mengembangkan desain pembelajaran multiliterasi berbasis tringo dalam pembelajaran menulis teks eksposisi. Metode penelitian yang digunakan adalah penelitian dan pengembangan, sedangkan model pengembangan Dick and Carrey merupakan model pengembangan yang digunakan. Dalam penelitian dan pengembangan ini hanya dibatasai pada tahap uji validasi ahli dikarenakan keterbatasan penelitian. Perangkat pembelajaran yang menjadi luaran dari desain pembelajaran ini adalah rencana pelaksanaan pembelajaran (RPP), lembar kerja peserta didik (LKPD), e-modul pembelajaran dan panduan penggunaan desain pembelajaran. Hasil pengembangan desain pembelajaran ini divalidasi oleh ahli materi dan ahli media dengan jumlah rata-rata keseluruhan perangkat yang dikembangkan memperoleh hasil presentase sebesar 89,76 persen. Validasi ahli materi untuk rencana pelaksanaan pembelajaran memperoleh hasil sebesar 92 persen, dan untuk lembar kerja peserta didik memperoleh hasil sebesar 88 persen, sedangkan untuk e-modul pembelajaran memperoleh hasil 89,6 persen. Validasi yang selanjutnya dilakukan oleh ahli media pembelajaran untuk e-modul pembelajaran yang memperoleh hasil sebesar 91,2 persen dan untuk panduan penggunaan desain pembelajaran sebesar 88 persen. Hasil validasi tersebut menunjukkan bahwa desain pembelajaran yang dikembangkan layak atau valid digunakan dalam proses pembelajaran.

show abstract

Multiliteracies in a Writing Class

Cited by 4 publications

References 0 publications

Project – Based Learning (Pjbl) to Improve Students’ Writing Capability

Project – Based Learning (Pjbl) to Improve Students’ Writing Capability

Pengaruh Picture Word Inductive Model berbantuan Classpoint dan Wordwall terhadap Kemampuan Membaca Pemahaman ditinjau dari Minat Baca Siswa

Pengembangan Desain Pembelajaran Multiliterasi Berbasis Tringo dalam Pembelajaran Menulis Teks Eksposisi Siswa SMA

Contact Info

Product

Resources

About