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Wienny Ardriyati
Dra. Wienny Ardriyati, M.Pd, is a lecturer at STIKUBANK Semarang.
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HOW TO WRITE A STRUCTURED ABSTRACT FOR RESEARCH ARTICLES Ardriyati, Wienny; Widyaningrum, Agnes
Proceeding SENDI_U 2015: SEMINAR NASIONAL MULTI DISIPLIN DAN CALL FOR PAPERS
Publisher : Proceeding SENDI_U

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Abstract

In every research article there is always presented an abstract of scientific paper. It is sometimes poorly written,often lack significant information. This article provides detailed suggestions with examples for writing thebackground, purposes, methods, result findings, and conclusions sections of a structured abstract. The purpose ofthis paper is to find out whether the writers can make a structured abstract and apply the five-move model.Themethod is toanalyze10 research articles of appliedlinguistics articles and 10 social articles.Each participant isanalyzed whetherhe / she has the structured based on a five-move model of each discipline.It is qualitative anddescriptive in nature. The result from applied linguistics corpusshows that only 2 out of ten participants apply thecomplete five-move model. From the social corpusonly one of the total participants applies the model. The rest ofthe participants from both disciplines cannot make a structured abstract, since they do not follow the model. It isexpected that the writers can write a structured abstract in their research articles with the proper five-move structure.Key words: abstract, significant, structured, move
REALIZATION OF COLLABORATIVE LEARNING IN SPEAKING SKILL Ardriyati, Wienny
Proceeding SENDI_U 2018: SEMINAR NASIONAL MULTI DISIPLIN ILMU DAN CALL FOR PAPERS
Publisher : Proceeding SENDI_U

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Abstract

The aim was to find out the use of collaborative learning was effective or not to teach speaking skill and what problems occur through teaching collaborative learning. The subjects were 36 students. In this research it used pre-test and post-tests. Based on the result of pre-test which was carried out in pre-cycle, the subjects speaking skill was low (43.75). The result of mean score of post-test in cycle I was 56.81 and post-test of cycle II was 71.11. These findings showed the fact that the mean score of pre-test was lower than the mean scores of cycle I and cycle II. The significance difference figures further suggest that cycle II was more effective than cycle I. These findings clearly discovered that the students speaking skill was successfully effective through collaborative learning. The effectiveness of this strategy was supported by the data of the questionnaires which clearly showed that 35.71% of the subjects didnt strongly agreed of this strategy. These findings showed 62.71 of the subjects attitude and motivation in speaking about the expression of four types of pollution through collaborative learning were very positive.
REALIZATION OF COLLABORATIVE LEARNING IN SPEAKING SKILL Ardriyati, Wienny
Proceeding SENDI_U 2018: SEMINAR NASIONAL MULTI DISIPLIN ILMU DAN CALL FOR PAPERS
Publisher : Proceeding SENDI_U

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (601.575 KB)

Abstract

The aim was to find out the use of collaborative learning was effective or not to teach speaking skill and what problems occur through teaching collaborative learning. The subjects were 36 students. In this research it used pre-test and post-tests. Based on the result of pre-test which was carried out in pre-cycle, the subjects' speaking skill was low (43.75). The result of mean score of post-test in cycle I was 56.81 and post-test of cycle II was 71.11. These findings showed the fact that the mean score of pre-test was lower than the mean scores of cycle I and cycle II. The significance difference figures further suggest that cycle II was more effective than cycle I. These findings clearly discovered that the students' speaking skill was successfully effective through collaborative learning. The effectiveness of this strategy was supported by the data of the questionnaires which clearly showed that 35.71% of the subjects didnt strongly agreed of this strategy. These findings showed 62.71 of the subjects attitude and motivation in speaking about the expression of four types of pollution through collaborative learning were very positive.
Co-Authors Agnes Widyaningrum