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Dessy Ayu Ardini
Universitas PGRI Adi Buana Kampus Blitar
Civil Engineering, Building, Construction & Architecture Education Social Sciences

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Improving Writing Skill on Report Text by Using RCG Strategy with PPT for Students of Senior High School Dessy Ayu Ardini; Herlina Rahmawati; Wiratno Wiratno
Journal of Development Research Vol. 6 No. 1 (2022): Volume 6, Number 1, May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i1.218

Abstract

In this research, the researchers used Responding, Correcting and Guiding (RCG) Strategy with Power Point (PPT) to solve the students’ problems in writing Report Text. The researchers designed the research problem as follows: How can RCG Strategy with PPT improve writing skill on report text for senior high school students? After applying RCG Strategy in cycle I, the students’ average score result in this cycle was 72.5%. This result was still not satisfying. 55.33% or 8 students could not reach the mean score target of 75. Therefore, the research should continue to the next cycle. In cycle II, the students’ average score was 82.33%. There were only 13.33% or 2 students who got bad scores, it meant that the criteria success had been met and this cycle should be discontinued. Based on the findings, the English teachers were recommended to use RCG for enhancing students’ writing skill by applying all the ways in this strategy, they were: Reacting to the Students’ Work, Correcting to the Students’ Work, Responding to the Students Work, Peer Review, Training Students to Self-Edit and Self-Correct and Making Homework Successful.
Improving Reading Comprehension on Descriptive Text Through STAD for the First Year Students Wiratno Wiratno; Dessy Ayu Ardini
Journal of Development Research Vol. 6 No. 2 (2022): Volume 6, Number 2, November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i2.259

Abstract

The purposes of this research tries to know :1) How is the process of teaching Descriptive Text through STAD method for the first year junior high students, 2) How can STAD improve reading comprehension on Descriptive Text for the first year junior high students. The results of the research show that STAD is an effective method to teach reading. This method made the students was more active in following teaching and learning process with could understand the material. After the researchers applied SQ5R technique and gave the post test, it is found that mean score increased from 67.18% to 75 %. It can be concluded that the hypothesis is accepted, or on the other words STAD technique can improve reading comprehension the students’ English achievement on Descriptive text.
The Effectiveness of Teaching Writing Invitation Through Carousel Feedback at Vocational High School Students Dessy Ayu Ardini; Annisa Rahmasari; Wiratno Wiratno
Journal of Development Research Vol. 7 No. 1 (2023): Volume 7, Number 1, May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v7i1.309

Abstract

The purpose of this study is to know whether there is significant difference on English Grammar achievement of the first year Vocational School students taught using Carousel Feedback and those taught using Grammar Translation Method. This research used X-TKR 2 class as the experiment class and X-TKR 1 class as the control class. To measure the effectiveness of the specific learning objective as the instruments, the researchers used essay tests consisted of 10 items. Considering that the researchers are applying Non-Randomized Pretest-Posttest control group design, the result of the study was analyzed using ANCOVA formula and computed using SPSS version 22.0. It shows that there is significant difference on English Writing achievement between students taught using Carousel Feedback and those who taught using Grammar Translation Method on teaching writing invitation letter.
Improving The Descriptive Writing Skill Through Outdoor Class Learning Herlina Rahmawati; Dessy Ayu Ardini
Journal of Development Research Vol. 7 No. 2 (2023): Volume 7, Number 2, November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v7i2.349

Abstract

In this research, the researchers used Outdoor Class Learning to overcome the students’ problem in descriptive writing. The researchers designed the research problem as: (1) How the process of teaching descriptive writing through Outdoor learning in the classroom is, and (2) How the Outdoor learning can improve the students’ writing skill. The researchers used mastery learning to analyze the score and the result in cycle I is 65.1%. It is still under average. So, the researchers continued the cycle II and the result of students’ score is 75.5%. The result is upper of average target that is 70 %. Finally, Outdoor class learning is effective in teaching English descriptive writing. Outdoor class learning is required in teaching writing especially descriptive writing. It can improve students’ writing skill on descriptive text.
The Effectiveness of Somatic, Auditory, Visual, Intellectual (SAVI) Method in Teaching Reading on Descriptive Text for Senior High School Students Dessy Ayu Ardini; Ratna Nurlia
Journal of Development Research Vol. 8 No. 1 (2024): Volume 8, Number 1, May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v8i1.368

Abstract

To find the effect of Somatic, Auditory, Visual, Intellectual (SAVI) method on the students’ reading achievement was the aim of this study. Quasi experimental using non randomized pre-test posttest had been the research design in this study which involving first year students of senior high school as the subject of study. Class X5 was experimental group and class X7 was control group. To collect the data, pretest was given before the treatment. Somatic, Auditory, Visual, Intellectual (SAVI) method was given to experimental group and grammar translation method was given to control group. As result, T-score got from posttest with equal variance assumed was 6.604 with the probability 0.000 which was smaller than 0.05. It means the students taught by using Somatic, Auditory, Visual, Intellectual (SAVI) method achieved reading skill better than those who are taught by using Grammar Translation Method.
The Effectiveness of RAFT Strategy Combined with Process Writing Approach in Teaching Writing for Junior High School Students Nurlia, Ratna; Ardini , Dessy Ayu
Journal of Development Research Vol. 8 No. 2 (2024): Volume 8, Number 2, November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v8i2.405

Abstract

This study aimed to determine the impact of the Role Audience Format Topic (RAFT) strategy combined with process writing approach on students' writing achievement. A quasi-experimental, non-randomized pre-test post-test design was employed, involving second-year junior high school students. Class 8A served as the experimental group, while Class 8B was the control group. A pre-test was administered to both groups before the treatment. The experimental group received instruction using the RAFT strategy, while the control group was taught using the grammar translation method. An analysis of covariance (ANCOVA) revealed a significant difference between the two groups. The p-value of .000, which is less than .05, indicates that students who were taught using the RAFT strategy achieved significantly better writing skills than those who were taught using the grammar translation method.
The Effectiveness of Youtube Assisted Process Based Instruction on The Students' Writing Achievement Rahmasari, Annisa; Nurlia, Ratna; Ardini, Dessy Ayu
Journal of Development Research Vol. 9 No. 1 (2025): Volume 9, Number 1, May 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v9i1.433

Abstract

YouTube is a useful tool for integrating technology into EFL learning. YouTube offers a wide range of learning materials that are accessible at anywhere and anytime, catering to individual learning needs and styles. This study investigated the effectiveness of YouTube as a learning tool in Process-Based Instruction (PBI) to enhance students' writing skills, particularly in procedure texts. Using a quasi-experimental non randomized pretest posttest design, the research compared the writing performance of two groups of high school students: one group used YouTube-based PBI, while the other used traditional textbook instruction with both taking a pre-test prior to the treatment. The results showed a significant difference in writing achievement. Students who were taught using process-based instruction with YouTube performed better writing achievement than those taught with text book.
Quill.org in the Post-Task Phase of TBLT: A Quasi-Experimental Study on EFL Learners’ Mastery of Simple Sentences Ardini, Dessy Ayu; Rahmasari, Annisa; Andanty, Ferra Dian
Journal of Development Research Vol. 9 No. 2 (2025): Volume 9, Number 2, November 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v9i2.477

Abstract

Quill.org is an interactive online web for grammar exercises tool that is believed can helped the students master grammar well. This study observed the effect of Quill.org as a tool in Task-Based Language Teaching to enhance students’ simple sentence mastery for creating descriptive writing. Two classes underwent a three-session descriptive text writing unit using a quasi-experimental pretest–posttest control group design. While the control group received conventional training, the experimental group used Quill.org. Writing samples were used to assess sentence completeness, grammatical accuracy, and structural clarity. The findings showed that students in the experimental group produced grammatically correct short sentences at a statistically significant increase (p < 0.01), and that learners' opinions of Quill.org were favorable, describing it as helpful and boosting confidence. The results demonstrate the advantages of using specially designed digital resources into writing instruction to support student confidence, accuracy, and clarity in EFL contexts.
Co-Authors Andanty, Ferra Dian Herlina Rahmawati Nurlia, Ratna Ratna Nurlia Wiratno Wiratno